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The Tyranny of the Final Product 261<br />

By which they meant that the traditi<strong>on</strong>al assigning of short-term<br />

papers may be a traditi<strong>on</strong> that teachers have followed too<br />

unquesti<strong>on</strong>ingly for too l<strong>on</strong>g. They began to muse about <strong>writing</strong><br />

assignments that would give their pupils more room and would<br />

be judged by different expectati<strong>on</strong>s.<br />

I always remind my New School students that there are<br />

many good reas<strong>on</strong>s for <strong>writing</strong> that have nothing to do with getting<br />

published. Writing for yourself is a powerful search mechanism:<br />

there's no better way to find out who you are and what<br />

you know and what you think. Writing for your children and<br />

your grandchildren—the family history or the pers<strong>on</strong>al or local<br />

memoir—is also satisfying.<br />

My father, a businessman with no literary pretensi<strong>on</strong>s, wrote<br />

both a family history and a history of the family business, which<br />

he gave to each of his four children, his s<strong>on</strong>s-in-law, his daughter-in-law<br />

and his 15 grandchildren. Pride of ancestry was not<br />

what got him going; the Zinssers, he said, "came over from Germany<br />

<strong>on</strong> the pickle boat." But the process of re-examining his<br />

German-American roots and his turn-of-the-century New York<br />

boyhood not <strong>on</strong>ly kept him engaged when he was an old man<br />

with few talents for self-amusement. His two histories also have<br />

c<strong>on</strong>siderable charm as social history. In my own older years I<br />

find myself dipping into them surprisingly often.<br />

The methodology of my course—thinking of a particular<br />

place—is <strong>on</strong>ly a pedagogical device. My real purpose was to give<br />

writers a new mentality, <strong>on</strong>e they could apply to whatever <strong>writing</strong><br />

projects they might try thereafter, allowing as much time as<br />

they need for the journey. For <strong>on</strong>e of my students, a lawyer in<br />

his late 30s, the journey took three years. One day in 1996 he<br />

called me to say that he had finally wrestled into submissi<strong>on</strong> the<br />

subject whose organizati<strong>on</strong>al problems he had presented to our<br />

class is 1993. Would I look at it?<br />

What arrived was a 350-page manuscript. I'll admit that <strong>on</strong>e<br />

part of me didn't want to receive a 350-page manuscript. But a

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