Point to it
Me: “What’s it called?”
Emma: Point to it
Me: “Are you ready to type it out?”
I lightly supported her arm, resetting it when necessary. She typed it out on the iPad pretty much in one sitting, and did a very good job in precision with the delicate keys of the iPad notepad, which is what we’ve been using. It was her teacher that recommended that maybe she would prefer having a color background, as opposed to white, to type on. And it turns out that she does prefer it. Not to mention it’s yellow!
A couple days ago, I asked her if I could put it on the blog and she typed out yes.
When I was retyping it for the blog, I decided to ask her about punctuation in the poem. The thing about her spelling or typing out is that we haven’t begun to use spaces or punctuation yet.
Me: “Do you want me to add punctuation and then you can tell me what you think?”
Emma: add the punctuation
I added it where I thought maybe it should go. I’m no english professor so I just went with the flow. I read it to her and showed her where I added the periods and so on.
Emma: reread it
So I read it again.
Emma: I approve
Me: “Would you like to add a picture to this one, too?” It’s kind of a thing we’ve done since her first poem – picking out a picture to go with the poem. It’s pretty thrilling to see what images she comes up with. Very artsy fartsy and satisfying for this “gay and happy artist”, as Emma called me once.
Me: “Really?” Interesting as always. “What kind of water – the ocean? just water?”
Emma: Water trickling
Me: “Why trickling water?”
Emma: it is slow when water trickles
Me: “Is this because you feel like you are slow, Emma?”
So I took this out in our yard. It’s hard to find water that trickles, but when you do, it’s beautiful indeed.