Reuse before you Recycle . . . the Salad Clamshell

How to reuse Salad Green Clamshells
Salad Green Clamshells – ready for the next job!

When the local salad greens disappear for the winter, I resort to salad-in-a-clamshell. The plastic clamshell containers do a great job of transporting fresh greens, but . . . then what? I started saving them in the hope I’d think of some use for them before I tossed them into the recycle bin. And, like so many other odds and ends that have finished one job but seem too useful to toss, these clear boxes found a new use. This time there was more than the usual amount of serendipity involved.

I happened to store my clam stash near the last of my old, plastic seedling trays and the one good dome lid that had survived along with them. In a side-by-side comparison, the similarities between the clam shells and the tray with its dome were clear in more ways than one: the clam shells were obviously meant for a second career as lidded seed trays. It seemed too much to hope that the seed starting cells would be a good fit, but see for yourself –

Two 6-cell packs fit nicely

While I’m waiting for the seeds to germinate, I’m using the deep end of the clamshell as the base but when the seedlings get started, I’ll turn the clamshell upside down so I have a domed lid.

I know I’m pushing the season a little, and I could wind up with leggy tomatoes. That will be okay: I go by the theory that a leggy tomato plant can be “trenched in” by planting the stem at an angle. Prepare a planting hole of the usual depth for the size of the seedling, then make a shallow trench running from the planting hole. Strip the leaves off the part of the long stem that will be buried, place the seedling in the hole and lay that stripped stem down in the trench. Cover with dirt and guide the unburied end to keep its head off the ground. I usually just mound up some dirt to give the top of the stem the general idea, and in a few days the sideways plant starts to head in the right direction. Water as usual. My mom taught me to fill the planting hole with water before placing the transplant in, and that’s the method I still use. The tomato plants I’ve grown using this method set roots all along the buried stem and grow vigorously.

Thanks for this tip to bury part of the tomato seedling stem go posthumously to Anstace and Larry Esmonde-White, authors of Vegetables from a A Country Garden and co-hosts of the long-running and wonderful show From A Country Garden that was sponsored by WPBS out of Watertown, N.Y. The authors transplanted their knowledge of Irish gardens to Canada and a great guide for northern gardens is the happy result.

I loved their show and purchased my copy of the book in 1993 – in their section on tomatoes they recommend setting transplants at a 45 degree angle with 1/2 – 2/3 of the stem underground. If your plants are leggy, as mine will probably be, you can plant 3/4 of the stem underground.

Next project – figure out where I’m going to find enough sun for tomatoes in my wonderfully shady yard!

Welcome to Spring!

Crocuses coming up through the fallen leaves

Last year at this time I was getting in early peas in the vegetable garden behind our rented house. Over the summer, we found a house of our own and moved in at the end of July. From that day on, I’ve gotten to know what late summer, fall, and winter can be like in this new yard: wild grape and Virginia Creeper reaching into the trees in the small stretch of brush and trees along the back of the yard, the mid-sized maple tree shading much of the narrow backyard and then turning a golden hue that seems to be illuminated from within. When that tree rained down its leaves, I set up a temporary leaf bin with the only length of fencing I could find at the hardware store and raked up pile after pile of leaves. Where I didn’t rake, the leaves settled into a thick layer.

Early this week, I got a glimpse of color among those unraked leaves and went to find out what it could be. A lovely line of crocuses had made its way to the open air. I freed the few that hadn’t quite broken through, but resisted the temptation to peel back more leaves and hurry any other spring bulbs along. We’ve had unusually warm weather, but the forecast was calling for nights below freezing. Crocuses are tough, but I’ll leave them insulated from the swings in temperature of a North Country spring for a while longer. The arrival of these few has been a balm to my spirit – I can wait to discover the full extent of the spring flowers that call this new yard “home.”

Is it a Bee or a Fly?

This winged creature appreciated the sunflowers in the garden

In North America, the word “fly” might bring to mind the peskiness of the house fly, the impressive size of the horse fly, or the bite of the deer fly. And to many of us, the answer to the question: Can you distinguish between flies and bees? would be, of course.

But there is an entire family of flies, Syrphidae, who make it their business to mimic bees and wasps. And they are pretty darn good at it. In my early days of photographing insects (not that long ago) I often thought I was taking pictures of a very small bee or wasp. But when I got inside and took a look at the enlarged photos on my laptop, I realized here was something distinctly not a bee or wasp. With the help of bugguide.net, I’ve been making progress in learning about the flies I share my world with. They are a fascinating addition to my life: sometimes comical looking, often quite beautiful.  

Eristalis trasversa – the Transverse Flower Fly, another view

One characteristic of flies is that they have one pair of wings. Bees and wasps have 2 pairs. Also, although we call several insects by the name ‘fly,’ with real flies (Order Diptera), the word ‘fly’ is a separate word. Crane Flies and March Flies are flies, but butterflies and dragonflies are not. Not all flies are called flies – mosquitos and midges are flies, too.

I recently discovered a very good resource with a side-by-side comparison of flies and the bees and wasps they mimic: All About Hoverflies. I’m pretty sure that based on the information on this webpage, I can identify the fly in my photo as a male. Males have bigger eyes that come close together at the top of the head.

When I started taking photos of bugs and insects, I would not have guessed that flies would become a favorite, or that I’d get pretty geeked out about being able to tell the males from the females.

3 Stages of the Beauty of the Giant Leopard Moth

In 2015 I was living 15 miles out of town, on three acres with fields and woods on either side and woods across the street. Many of the photos I’ve posted to Bugguide.net were taken there. When we moved in 2018 to a village rental, I wondered how many insects I’d see. As it turned out, not many. The residential use of pesticides and clearing of any wild shrubby areas had done their work. Even when clover bloomed all over the lawns of the nearby college campus, there were hardly any bees foraging the nectar.

When I discovered the emerging Giant Leopard moth, Hypercompe scribonia, on a plant I’d moved indoors, it was a double pleasure – it is rare enough to witness important moments in an insect’s life, and it would especially rare in my new surroundings.

Here’s what the moth looked like when I first saw it –

Adult emerging
Giant Leopard Moth Adult emerging

Twenty minutes later the transformation was complete. These two photos are now 2 of a set of 3. I took the caterpillar’s photo on October 24, 2015. When the caterpillar is at its full length, it is a handsome black, when it curls into its protective position, the red intersegmental rings are on display.

The Giant Leopard Moth caterpillar
Giant Leopard moth caterpillar

Now we own a home in the village, and I’ll have a chance to try to establish a small oasis for insects here in our yard. In the swirl of human activity that glimmers with foolishness and sorrow, trying to take care of the pollinators and other insects in the face of all that is stacked against them seems a reasonable task. It is one that will remind me over and over that I, too, am an animal; that I have a share in their fate as surely as they have a share in mine.

Managing Stress: The CDC and me. Part 1

Each of us is experiencing this shared crisis not only as one of many, but as an individual who is coping with a unique set of circumstances. For me, those circumstances include trying to figure out how best to support my students in a way that helps them stay on track with their academics while not unduly stressing them out. That’s a tall order. I worry, a lot. I worry about students who ‘disappear,’ I worry that too many students are doing too little writing and their skills are plummeting, and I worry that too often I myself come too close to running on empty.

One day, while I was mindlessly following links about stress as a sort of ‘break’ from real life, I came across this page from the Centers for Disease Control and Prevention (CDC). About a third of the way down the page I found a little section titled, “Ways to Cope with Stress.” For me, the little list of four items offered there was the best thing on the page. It got me thinking – which was a welcome relief from the empty-headed mindset that had set me on the path of clicking for answers. The list, I decided, was a good fit for writers and teachers, and I set myself the task of adapting the advice to the context of building skills as a writer and as a teacher. The result of that work – on the first piece of advice – is below.

The CDC advice –

Take breaks from watching, reading, or listening to news stories, including social media. Hearing about the pandemic repeatedly can be upsetting. (CDC)

Here’s my take-away for writers and teachers –

Do Something Else Repeatedly: Write

Checking media can be a habit, and when you want to change a habit the first step is to replace it with another habit. Writing, as a habit, offers great payback:

  • It is therapeutic – you’ll carve out personal time to check in with yourself, think your own thoughts, and come up with ideas you wouldn’t have had – or known you had – otherwise.
  • It will improve your ability to get your thoughts on the page, and therefore your skill as a writer.
  • As a teacher, you have the opportunity to create primary documents that you and your peers can consult and use for lessons on history, health, writing, etc. For example, you can set aside part of your writing time to write a letter to your future students. What is it you’ll tell them about this global experience?

3 Simple Steps to Cultivating Writing as a Habit

  • Gather your basic tools – something to write on and something to write with – so they  are ready for you.
  • At least once a day when you go to check your phone for news or find yourself heading to Facebook to keep tabs on the feed, say to yourself – “First, I’ll write half a page.”
  • Go write. Sometimes you’ll only write a scanty half page, other times you’ll find yourself on a roll – go with it.

Final Advice

Remember, the goal is health. Smile to yourself when you’ve written, and smile when you realize the day is gone and you haven’t written. On those no-writing days (and there will be no-writing days), say to yourself, “Tomorrow, friend; I’ll meet you on the page tomorrow.”

Faster Feedback: A Teacher-Talk Telegram

Working on giving your students feedback on their written work?

Wonder where you’re going to find the time?

If you agree that:

Feedback takes time,  Quicker feedback works better, and Talking is faster than typing –

Try this WORD combo: Comment and Dictate

  1. HIGHLIGHT the text you want to comment on
  2. Go to INSERT
  3. Click on COMMENTS
  4. Go to HOME
  5. Click on blue microphone icon DICTATE (a red dot will appear when it’s ready)
  6. TALK to your student just the way you would if they were sitting there

Practical hint: if you mess up (repeat a word, misspeak, sneeze . . .) just keep going – you can easily edit that out.

Pedagogical hints: 1) When you can, give general guidance, rather than specific information: “There’s a word missing in this sentence” rather than “You’ve left out the verb”  2) For missing words and glitches in meaning, suggest that the student use Read Aloud to have the computer read the sentence to them: they can often hear the error, and they’ll learn a valuable self-editing tool.

7. CLICK on the blue microphone when you’re done

8. PROOFREAD the comment – you’ll see you need to add capitals and punctuation. Fix any errors. I speak more slowly than my usual fast pace when I dictate, but not much more slowly. I find few errors (far fewer, for instance than spellcheck routinely commits on my students’ papers).

Questions, Comments? Let me know.

(I generally use my own images, but the colorful stopwatches are by Gerd Altmann. You can find their work on Pixabay.com)

N95 Masks – Have you checked your garage, shop area, and craft supplies?

I confess I’d never thought to look to see what an N95 mask looked like. I figured it was something specialized, or fancy, or one of the blue masks that surgeons wear. But when I was reading online about whether homemade masks could be effective, I came across this chart from the Centers For Disease Control with an image of a N95 mask: N95 mask from CDC

“Hold on!” I thought, “That mask on the right looks a lot like the masks I buy to combat my allergies while I am cleaning.” Bingo. And, Rats – I wish I could say I had a full carton or two that I could donate to a health facility, but I’m down to a couple. I’ll get them to my niece who is working with COVID-19 patients.

My experience got me to thinking, who else might have a few masks squirreled safely away and not know what they have? It’s worth a look.

 

Author Visit: Little River School

This week I met with students at the Little River Community School in Canton, NY to discuss my as yet unpublished manuscript, Lucky, and talk about writing. The young writers had many questions and they each shared something about the kind of writing they are doing.

Some of the questions were about plot elements, some about my process of writing the book. One student asked about my take on the meaning of the book, another asked how I went about writing descriptions.

In answering that last question, I talked about the items Christopher found and explained that I used small things I own and am really fond of – it was fun to write about them. I began to rummage in my backpack to take out a couple I’d brought with me.  Some of the students said they hoped I’d brought the turtle, and I had. The turtle, which is a metal ‘frog’ – a device meant to sit inside a vase and keep the flower stems in place – was well received. Here’s the description in the book (Nursie, by the way, is a dog):

Christopher sat back on his heels to examine it. Nursie sniffed the object, then nuzzled the boy. “Yeah, check it out,” he whispered to the dog. It was a metal turtle. It didn’t weigh much. Resting in his hand, it almost covered his palm. The turtle’s front legs and arched head fit between his fingers, one back leg rested between thumb and finger and its curved tail and other back leg nestled against his palm. The turtle’s shell had a shallow pattern of pentagons that looked like chicken wire. In the middle there was a hole he could fit the tip of his pinky finger into, and around it circled eight more holes. The metal was sturdy, but the inside of the turtle was hollow. He turned it over. This side had the same set of holes, but no pattern of lines. Christopher ran his thumb along the edge between the turtle’s domed shell and its convex belly. It was smooth, he couldn’t feel a seam. When he held the turtle up towards the light of the window, he could see that the holes almost lined up. He smiled. His friends would probably laugh at him, but he liked it.

The questions and my replies worked their way around the room. When it was B.W.’s turn, he slid a sketch across the table. B.W. said he liked to doodle. I am a big fan of doodling, myself, and of course was super pleased to see this sketch. Here it is alongside the turtle, Frog –

“Frog” by B. W. (Copyright held by artist, used with permission)

Frog is a turtle with an attitude, and I think B.W.’s sketch captures that perfectly. As I was gathering things up to go, a couple of writers told me they had imagined a painted turtle when they read this scene, a colorful rather than monochrome one. That made me think back to my answer about writing descriptions: I described starting from scratch to build an image and then trying to go back to the viewpoint of the reader and seeing what image the words actually build. I see now that in my description of the turtle, I left off color entirely. I’ll need to ponder whether I want to clarify that in the book or not, but either way, their comments are great examples of why getting feedback from readers is so helpful. Writers can do a lot to see their work with “fresh eyes,” things like setting the work aside for awhile and coming back to it. But there’s nothing like a reader’s “new eyes” to reflect back to a writer what the text actually accomplishes.

I had one question for the students, about their reaction to Rachel, one of the characters in Lucky. Several of the writers gathered at the table really enjoyed her, and I’m glad I asked the question. Feedback I received from some readers in earlier drafts about Rachel was more tentative – maybe this latest feedback is an indication that I’ve built her role in a way that justifies the attention she gets (well, being Rachel, sort of demands).

Then the students spoke about their own writing – from work that might develop into a novel in stories, to game scenarios, to finally finishing a story (deadlines are the writers friend!), to sci-fi scripts and inspirations for topics.

We talked about writing as a stress-buster (that has certainly been my experience of it), and their recent experience trying their hand at flash fiction. Beyond its potential as a means to get across some of the most poignant aspects of being human, I find work on flash fiction to be a powerful tool to honing craft at the sentence level.

For me, the hour-long conversation was thoroughly enjoyable – to be part of writers talking about writing is something most writers value deeply. Those of us who make a home in a rural area are especially grateful for the chance to get together with other writers. My thanks to the students at Little River for sitting around a table to talk about my writing and theirs, and to Steve Molnar, Director of the school, for inviting me.

Some information about the Little River Community School: it is a democratic school serving 39 students, grades K-12, in a four-classroom schoolhouse, in Canton, NY. Here’s the link to the school’s website: http://littleriverschool.org/

How I Used Excel to Reach a Word Count

Somewhere near the end of 2018, I came to understand that my debut novel was, at 62,000 words, still very much a work in progress. I also found out about the Slice Literary Conference that would take place in Brooklyn in August, and I set my sights on getting ready for it. “Getting ready” meant adding almost 8,000 words to the manuscript.

I was determined to be methodical and leave nothing to chance. I cleared off my desk and set to work on creating an Excel file to track my word count. I made columns for the date, for how many days I’d been working, the number of new words I wrote on a given date, the total number of words I now needed to reach my goal, the average daily word count I needed to get in, and the average words per day I was getting in. In other words, the complexities of the chart and the time it took to set it up with formulas that calculated everything with just the insertion of the “Days in” and “Word Count for the day,” began to take on shades of an avoidance technique. But it was worth it. On January 23rd, the first charted day, the numbers were clear – I had 216 days to accomplish the goal of 7,840 words. If I averaged just 36 words a day, I’d have it.

The Excel file proved to be a good companion for the task of showing up to the page. It was both carrot and stick: it was fun to put in the word counts, especially on good days, and there was no way to get around that word count – the numbers didn’t lie, fudge, or make excuses. And it’s good to have that record. Sure, I see the low ebb days sitting there, but if I didn’t have the Excel record to look back on, would I have remembered that on April 20th I added 2757 words to the manuscript? That was a good day.

The number game shifted when I began serious rounds of editing. Sometimes I deleted more words than I added – the total word count was as likely on any given day to go down as go up. And on many, many days I didn’t work on the manuscript at all. Instead, I turned my attention to other projects and wrote thousands of words that didn’t move the manuscript’s word-count needle one tiny bit. When I began a long-planned online course in flash fiction, I veered far off course. Not content with that detour, I headed down a side road and worked on a disaster novel I’d been poking away at, and I wrote the first twenty-two pages of a ghost story.

I kept to my newly acquired Excel habit, though, and added a place in the file for these other long works. That was helpful – even as I worked away, and, by the way, really enjoyed myself – at the end of the day I opened the Excel file to record the word count and was reminded of what I said I wanted to do.

Looking back now, I see from the record of those eight months that fully two-thirds of my work on novel-length projects had nothing, on the surface, to do with my goal for the Slice Conference. I showed up to the page most days, but it was the wrong page. But, oddly, even to me, I wasn’t worried at all. I admit it was a form of small torture to set aside the longer works to create short pieces for that online class. But I didn’t chide myself for that choice or for working on the disaster novel or the ghost story. I knew I needed to take a break from the manuscript so I could see it with fresh eyes. I trusted that delving into the other works would land me in a space from which I’d be ready to approach the manuscript, and that the discipline of steady work would help me come back to it in good writerly form.

The trust was well placed. The Excel file did its work, and I did mine: I passed my conference word- count target on August 4th.

Letting Go of that 2nd Website

For a couple of years I’ve maintained two websites. One offered my ideas about how best to prepare for the NYS Teacher Certification Exams (NYSTCE), with links to my own and the state’s free materials. The other (this one), I used for the rest of my writing life.

Today I’m retiring the site devoted to test prep. I’ve always had some overlap between the two sites – my free Introductory pdf has been available here, for instance – and I’ll keep up my NYSTCE page on this site. (If you have ideas about what else you’d like to see on this page, let me know. )

Why the shift now? The most obvious reason is that the rent is coming due, so it’s a good time to call it quits on the second site. The other is that I’m preparing for the SLICE Writers’ Conference in Brooklyn and that “the rest of my writing life” is the much stronger call.

So, back to those query letters and first five pages, and back to my reading (which is, after all, at least half the ‘work’ of the craft of writing).