An Attempt at Flattery

In tribute to my good friend Dick Farrell, columnist for The Bargain Hunter and retired editor of The Times-Reporter, I am attempting to emulate his writing style where he offers insight on a few topics each week, a style I thoroughly enjoy reading.

*I am confused by the constantly varying numbers reflecting unemployment throughout our country--one report indicates that the numbers are up, another that they are declining. Yet other reports state that the economy is rebounding, but conflicting views differ on that as well. Given this confusion, I have a question: How much of the unemployment statistics are reflective of those who have failed drug tests or have been let go because of a problem with attendance? Just the other day as I sat at the traffic light in downtown New Philadelphia, the local Mancan hiring agency had five job openings plastered on their windows, positions they evidently were having a hard time filling. When I pick up The Times-Reporter, The Bargain Hunter, and The Canton Repository, I daily see job openings available. While I understand that a select population exists that is not qualified for or interested in certain positions, I cannot help but believe that jobs are out there if someone is willing to work. I have talked to several friends in hiring positions expressing that they, too, are frustrated by an ever-increasing workforce pool that really does not want to work. An investigative look at those percentages would provide an enlightening perspective. Until then, I will remain skeptical about feeling great sympathy for those unable to find work.

*As indicated in a recent article in The Times-Reporter, the debate over improving the quality of Dover High School is still an issue. Without duplicating the divide, I would like to share my story. Twenty-two years ago I was hired at Dover; until that time, I had taught in two other local districts. Within a year of my hiring, I began to experience headaches, constant noserunning, sneezing, . . . you get the picture. At the advice of my family physician, I visited an ear/nose/throat specialist who determined after giving me the sample testing that I was allergic to dogs, cats, grass, trees,  . . . pretty much a whole slew of allergies. I questioned that diagnosis because I was mowing five lawns, had frequently been outside on a regular basis, had pets, and had never been allergic to anything in my life. Nonetheless, I ultimately accepted his diagnosis and thus began weekly shots that lasted for several years and shifts between Claritin and other allergy aids that really did not work overly well. Sparing additional details, I can safely say that my situation showed little if any improvement. However, when I retired in June 2013, my problems disappeared. Every fall and spring prior to my retirement, I had faced the same issues. But, Fall 2013, Spring 2014, and Fall 2014 brought different results: My supposed "allergies" were gone! The only difference in my life was that I was no longer in Dover High School. I suppose one could argue that it was merely coincidence, which I believed the first fall I was out, but after now having gone through three seasons, I can confidently state that the air quality in that building was a significant contributor to my problems. No, I cannot prove it, but if my anecdotal evidence is sufficient, I will calmly attest that the air quality in that building is causing problems for more people than just me. Again, it would be interesting to hear if anyone else has had a similar experience. As I wrote this paragraph, I wondered if anybody was thinking he's just a sissy who's complaining about his runny nose . . . whatever . . . I stand by my experience.

*As I teach my college classes, I find it necessary to work with kids on their understanding of how grammar can tie-in with their writing. Reading paper after paper and sentence after sentence that follows the same repetitive pattern can be somewhat monotonous for any reader; thus, the challenge becomes trying to get students to understand how they can control the language through use of sentence variety. I can teach them those specifics, but I contend that if students would read quality writing such as that found in Sports Illustrated or Time, for example, they would see what effective writing actually looks like.

*For parents who are interested in helping their kids prepare for college writing, allow me to offer two key points: (1) Learn how to understand arguments and how to argue effectively--this can be accomplished in many ways but one is to read the columns of syndicated writers such as Cal Thomas, Gene Lyons, Kathleen Parker, and many others whose works are found in our local paper. It is not important that the readers agree with the writers; what is important is to see how those writers have structured and supported their arguments; that is what college freshman writing is all about: understanding arguments. (2) As alluded to previously, learn to control the language. All those grammar/usage classes taken throughout students' education are important. As the old Midas Muffler commercials used to say, "Pay me now, or pay me later." Later is when students get to college and have to prove that they belong at the college level. When kids receive low scores or do not return to school, one of the causes is that they simply cannot handle the expectation of writing well . . . something to think about, Mom and Dad.

Ok, Mr. Farrell, that completes my version of your favorite style. While it pales in comparison, take it as a compliment--your writing style has been welcomed by many, in particular this boy.