Step wrote:
Example:
We got up at 8:00am because we wanted to get to the train yard by 9am and I needed 20 minutes for my shower plus 15 minutes for breakfast and it take another 25 minutes to drive to the train yard. We had toast and leftover confetti rice for breakfast. I rode in my dad's red Subaru which gets pretty decent gas mileage for an all wheel drive vehicle. It was really cold out so we had to warm up the car first. Then we had to scrape the ice off the windows. etc. etc.
So, what's wrong with that?
Sounds like one of my conversations, actually. When asked to tell a story like this one, I'm either very terse and give too little detail, or I ramble on and on. I've learned over time to cut it short and edit -- mainly because people are sometimes rude and will cut me off midsentence if I don't (and, yes, I do realize it's out of desperate self-preservation and subtle tends not to work with me, but still...) -- but I have to remind myself to edit out the minutia and not go off on tangents, especially if I'm really interested in the story I'm telling.
Just out of curiosity, how does your son handle word problems in math? I always had trouble with them because I'd want to know what color the trains were, where they were going, how many people were on them, why they wanted to go to Detroit or Pittsburgh or where ever, etc., etc., when all the teacher wanted to know was how fast they passed each other. I was in high school before I learned to underline the parts of the problem that could be used to answer the question and focus on those bits.