When my youngest daughter, Kate, was a senior in high school, she was in an advanced writing class. One of her assignments was to write a poem using iambic pentameter. She was overwhelmed by the assignment and wasn’t clear as to what iambic pentameter meant. They had talked about it in class, but most of you will relate to how clear it was by the time she got home. LOL

I want you to know I’m not a fan of poetry, unless it comes from Mother Goose. I’m a bit ashamed to admit it, and I know that I owe it to myself to read some poetry before I die. : ) My daughter, however, liked it a lot. She really enjoyed Shakespeare. She had read all of his works and all of his sonnets, watched many plays, and acted the part of Hero from “Much Ado about Nothing” in 8th grade. Here is another confession- I have read Romeo and Juliet and seen The Taming of the Shrew. That’s it.

So, it wasn’t a happy circumstance when she came to me and asked for help. I had no idea what iambic pentameter was. But how could I say no to my daughter who needed my support? So, we sat at the computer together and began. We looked up iambic pentameter. We read it. We gave each other a blank stare and then read it again. Now I may not love poetry, but I’m pretty good at figuring out what I read. I began to understand and was able to explain it to her. Then she was off and running.

We talked over possible topics for her poem. Then she chose one, which happened to be her own idea. Way to go, Kate. She told me the story she envisioned her poem telling. It was good, really good. Then she wrote the first line. I can see us pounding out the syllables into our hands and changing words until there were exactly ten syllables per line. We would come up with ordinary words and then check the Thesaurus to find words that were more descriptive, elegant, or fitting for the time period and topic. It was fun. We laughed a lot.

She wrote and rewrote for over 3 hours. I was there the whole time. I made suggestions whenever she was stuck on a word or a thought and asked for help. She seldom used the word I suggested, but it would spark her mind, and then she would come up with the perfect word by herself. She would look at me with an excited smile, raise her hand, and say, “Gimmie five.” I would, at regular intervals, say, “This is good; it’s really good. You’re amazing!”

Be With Me While I Write

When Kate was in her first year of college, she took a creative writing class. One assignment was to create an imaginary author and describe his/her life. She was to present a piece of the imaginary person’s writing and then analyze it. She decided to rewrite the poem she wrote in high school about a sailor’s widow. She was adjusting it to tell the story of a Civil War soldier’s widow.

One day, I peeked in her room to say hi and see what she was doing. “Mom, come in and let me read this to you.” I went in, and she read it to me. Then she asked me to sit down and help her out.

We reminisced about the time we worked on the original poem together; all those great feelings came back. We laughed about the experience and how fun it had been.

I sat on the side of her bed and watched her use the Thesaurus and the dictionary to find words she needed. I saw her look up Civil War information and get a feel for the time period. I didn’t say much. Her poem was coming along great. Eventually, I stood up, patted her back, and left her to her work. She didn’t really need me. She had learned through experience what to do.

This is a marvelous example of being present. What Kate had needed in high school, she wanted to feel again while creating her imaginary author and what they would have written. She wanted me to be present, to feel my support, have some of my focused time, and sense my enthusiasm for what she was doing. These are the things all kids need from time to time.

Kate wrote her poem in high school by herself. She thought she was asking me to help her do it. What she really asked was, be with me, care about me, and learn with me. This is Principle Two from The Five Principles of Power – Be Present.

 Kate is raising three children of her own, and she understands not only how to write a poem in iambic pentameter, but she also knows how to be PRESENT.  Enjoy Kate’s work from her high school days.

It’s now a few decades old, but still wonderful.

The Widow’s Walk

By Kate Johnson

Upon the widows’ walk forlorn, she stands.
Face gray, indistinct in the morning mist.
Iron railing, cold portent in her hands.
Heartache knocks, upon her cheeks he kissed.
Annals of mariner’s wives keeping pace,
Back and forth, eyes on the horizon.
Lives lost forty leagues below without trace.
Possibility, worry like poison.
Bells peal out, mournfully telling of loss,
Belaying her breath, they tacitly mock.
Mind shrouded, forever bearing the cross,
Endlessly trudging the high widow’s walk.
Hope springs eternal; they shall meet anon
Sighs a chantey to a roseate dawn.