While the Olympic Games you all know and love are coming this summer to London, and in the winter of 2014 to the nearby Russian city of Sochi, we had our own Olympics of sorts this last weekend in Akhaltsikhe: the Writing Olympics.
Scratch that. So that neither Peace Corps nor I get sued, what we had last weekend was the 2012 International Writing Competition. The Writing Olympics, er, Competition was started several years ago in Georgia by Peace Corps volunteers. Since then, it has expanded to PC sites around the globe, with this year’s event taking place in 16 countries.
The point of the competition is to give students in grades 6-12 the opportunity to use their imagination and creativity — things that are not taught or highly valued in the education systems of many developing countries, Georgia included. They choose from a couple of themes that push the boundaries of their normal thought patterns (“If hunger were a painting, what would it look like?” or “If you could have any superpower, what would it be and why?” for example), and then have one hour to write about the theme in English. Speling and grammar is not matters. They are only judged on the creativity of their thinking and their ability to express their idea. Radical stuff ’round these parts, believe me.
The winners — 1st, 2nd and 3rd place from each region (like a state) in Georgia — get some nifty prizes and go on to compete against kids their age from the other 16 countries.
As I’ve mentioned before, I sometimes work with a group of kids in town who are part of the US Embassy’s Access Micro-scholarship program. Last week, to help them prep for the competition, I put on a series of three lessons, combining creative writing exercises with a down-and-dirty history of famous writers throughout American history.
Putting the sessions together was both challenging and fun for me. I mean, the kids are bright and know so-so English, but how do I explain what transcendentalism is? How can I expect them to even know what the words are in a passage from Huckleberry Finn? How do we talk about the themes in Allen Ginsberg’s “Howl” or Burroughs’ “Naked Lunch”?
Hand gestures. Turns out the answer is lots and lots of hand gestures. Vocal inflections. Outright acting. Support from YouTube videos. And keeping it simple. Think you’ve got the essence of a theme boiled down to its most basic form? Keep going. Can you describe “naturalism” to pre-schoolers? No? Then you’re not finished. Keep going. None of this is to imply that the kids are the problem. The language barrier is the problem. Always the problem.
So over the course of three days we went from Native American stories to Jefferson etching out the Declaration of Independence to Thoreau hanging out in the woods to Crane’s bloody Civil War to Alcott’s family of women to Fitzgerald’s take on the American Dream gone wrong to Harper Lee’s racist south to Kerouac’s great road trip to Capote’s anatomy of a murder to Amy Tan’s exploration of mother-daughter relationships. Twenty-six authors in all. Actually, I learned a lot myself.
The kids dug it. Even though there were a lot of words they couldn’t understand, by the end of the sessions they were able to discern the difference between “romanticism” and “realism.” They could see and hear the difference in style between a beat poet and Walt Whitman. They thought “The Raven” was creepy. They learned the word “creepy.”
Our writing practice highlighted once again how challenging the language barrier can be. A “chain story” (where one person writes a sentence and hands their paper to the person on their right, who adds a sentence and hands their paper to the person on their right, etc. for four or five turns) resulted in many stories about… chains. That’s after chaos ensued from the “hand your paper to the person on your right” instructions. (I know you think I must be an idiot to be stymied by things like this, but you truly have no idea what it’s like…)
But — language issues aside — the sessions were a success. On our last day, the kids wrote some practice stories and I was encouraged by their creativity and use of adjectives, similes and metaphors.
We ended up having 150 kids turn out for the writing competition, which is wonderful. My room — 8th graders — were what I would consider to be well-behaved, with only semi-frequent blatant cheating and talking. All five of the Peace Corps volunteers in town helped out, along with our Georgian friend and tutor, our host sister, her cousin and their friends. By all accounts, it was a success.
When “wins” here as a PC volunteer are sometimes few and far between, the last week was a big win. Maybe one of our kids’ essays will even go on to win the competition, making the circle complete.



































































