READ and READ and READ Some More!

I'm currently sharing the key learning points discussed in my young writers'  workshop entitled, "Gotcha! How to Find and Capture Great Writing Ideas."

This week's post is about Big Idea #4:  READ and READ and READ some more.  Reading is the EASIEST way to become a better writer! 

I begin this section of the workshop by asking students to share why they think the above statement is true.  We talk about how reading exercises the muscles in the brain and how a stronger brain can write stronger stories.  We talk about how reading other authors' books can help writers come up with their own ideas.  We talk about how re-reading your own notebook or journal can remind you of writing ideas you forgot you remembered! We also talk about how reading a good book can be relaxing, which might be just what your brain needs to help you come up with good ideas.

This is when I bring out my beloved trophy. I let students know that this is the only trophy I've ever earned.  I tell them that I earned it in the 5th grade, and I invite students to make guesses about how I earned it. (I'm always touched that some kids guess it's an award for my current books!).

I eventually tell students that this trophy is the coveted Pleasure Reading Award that I earned in Mr. Snook's 5th grade class.  Mr. Snook ran a pleasure reading contest each year.  The student who read the most books during the school year won the award.  I explain that I started at  one end of my school library and snaked my way around the room.  I do not remember how many books I read or how far I got into the library's shelves, but I do know that I read the most books that year.  I also know that all of that reading contributed to my being an effective writer today.

And this brings us to the last learning point, Big Idea #5:  WRITE and WRITE and WRITE some more, which I'll discuss in my next post. 

Keep a Notebook to Capture Your Ideas

I'm currently sharing the key learning points discussed in my young writers' workshop entitled, "Gotcha! How to Find and Capture Great Writing Ideas."

This week's post is about Big Idea #3: Use a Notebook to Capture Your Ideas. Add SOMETHING to Your Notebook at Least Once Each Day.

By now the students are usually bursting with great story ideas and they are dying to share them with somebody.  Instead of allowing them to share these ideas verbally, I provide some time for students to write down their ideas in their own notebooks and journals. (Depending on the timing or the format of the class, sometimes I keep them wiggling with excitement and tell them that they'll get a chance to write down their ideas a bit later).  For students who don't have a notebook yet, I suggest loose paper.

I also like to share samples of some of my own writing notebooks, including ideas that were scribbled hurriedly on old receipts, grocery lists and other scraps of paper and then taped into my notebook.  I emphasize that this type of writing does not have to be pretty, or perfect, or complete.  They are simply ideas to be captured that can be explored and expanded upon later.  The only hitch is that the writing notebook should have something written (or drawn) in it at least once each day.

I also like to share some of the notebooks I kept when I was a child:

This was one of my diaries.

If you're interested in reading about the notebooks other authors keep, here is a great blog to visit:
http://www.sharingournotebooks.amylv.com/

This was the notebook I kept the summer I was Harriet the Spy. 

  

This brings us to learning point #4, READ, and READ, and READ Some More (and my famed Pleasure Reading Award, which I'll share a picture of in my next post).

Story Ideas Hide in Your Head

I'm currently sharing the key learning points discussed in my young writers'  workshop entitled, "Gotcha! How to Find and Capture Great Writing Ideas."

This week's post is about Big Idea #2: Story Ideas Hide in Your Head. Use Your Nose and Wiggle Your Toes to Find Them.

I start this section by asking students to chant along with me:  "Story Ideas Hide in Your Head. Use Your Nose and Wiggle Your Toes to Find Them," then I ask students to share what they think I mean by these words.  Kids have great, on-target responses.

Story Time with Signs & Rhymes

Next I introduce my book, "There's a Story In My Head" and explain that this story will further clarify what I mean by the words in the chant. This book incorporates the ASL signs for parts of the body, but the story itself makes the point that our everyday activities and experiences can be the foundation for great story ideas.

I pause at select page spreads and invite students to think about the different story ideas that are hiding in their own heads.  For example, on the "wiggle your toes" page, I ask students to remember the last time they took off their shoes and relaxed near a lake or ocean.  I also mention that going on a relaxing or vigorous walk before sitting down to write is another way to "wiggle your toes."  I explain that the walk itself can help wake up the story ideas that are hiding in our head, and that when we "use our nose," we can get new story ideas when we pay attention to what's going around us while we're walking.

Here are some great pictures from students that show their appreciation for this learning point.  I love the nose and toes picture at the top, and I especially love the speech bubble that says "scrumple" your nose and wiggle your toes!

As we continue reading, we get to the page spread that says, "There's a story in my arms.  Rock the baby nice and easy. Imagine all the stories I can write . . ." I ask students to hold their arms in front of them and imagine holding something very special to them in their arms.  It could be a younger sibling, or a doll, or a bear.  It could be a ball, or a trophy, or tickets to a special event.  We talk about how all of these special things can be the subject of great story ideas just waiting to be written.

By now, students are typically bursting with story ideas.  They want to share all the story ideas they have discovered hiding in their head.  I insist that they not tell me but instead write them down for me, which brings us to our next point, Big Idea #3: Use a Notebook to Capture Your Ideas, which I'll expand on in my next post! 

Find Your Feelings

I'm currently sharing the key learning points discussed in my young writers'  workshop entitled, "Gotcha! How to Find and Capture Great Writing Ideas."

This week's post is about Big Idea #1:  Find Your Feelings:  Stronger Feelings = Stronger Story Ideas.

I start this workshop by singing a song (such as "If You're Happy and You Know It" to teach students the ASL signs for the following feelings/emotions: excited, sad, scared, nervous, sorry and hurt. I replace the word "Happy" with the feeling words I want to teach, and make up the verses as I go along (i.e. "If you're sad and you know it cry, boo-boo..." "If you're scared and you know it, close your eyes...")

Story Time with Signs & Rhymes

Next I read related excerpts from my book, "So Many Feelings," and invite students sign along with the story. This story can be sung to the tune of "On Top of Spaghetti," (without the "echo effect"), so I often sing the excerpts rather than just read them.  Next I ask the students to sign each feeling word while they search their memory for a time they felt excited, sad, scared, nervous, sorry and hurt. This leads to a discussion about how each "feeling memory" they've uncovered is a story idea that might be worth exploring more deeply.  I remind students that Stronger Feelings = Stronger Story Ideas. I ask students to sign the feeling word that matches with the feeling memory they are interested in exploring further the next time they have an opportunity to write.

This brings us to Big Idea #2: Stories Hide in Your Head, which I'll discuss in my next post!

Gotcha! How to Find & Capture Great Writing Ideas

Story Time with Signs & Rhymes

Over the past month I've had the pleasure of teaching two of my favorite writing workshops at several different elementary schools and professional conferences.  Starting with this week's post, I'll provide a summary of the key learning points in my workshop called, "Gotcha! How to Find and Capture Great Writing Ideas." This workshop focuses on the curricular learning targets pertaining to generating ideas.  It's a good match for young writers in a variety of different settings including schools, libraries, scout troops and homeschool study groups.

After this series of posts, I'll share the activities and ideas covered in my workshop entitled, "Your Pencil is Magic."  This hands-on workshop demonstrates how writing props and prompts can help you unlock the creative ideas hiding inside of you.  It can be geared for young writers and/or adults.  Here is a sneak peek at some of the writing prompt generator websites I refer to in this session:

http://www.thewritesource.com/writing_topics/

http://writingfix.com/classroom_tools/dailypromptgenerator.htm

http://jc-schools.net/write/create.htm

http://www.thestorystarter.com/jr.htm

http://creativewritingprompts.com/

Here are the key learning points discussed in "Gotcha! How to Find and Capture Great Writing Ideas": 

Big Idea #1:  Find Your Feelings.  Stronger Feelings = Stronger Story Ideas.

Big Idea #2: Stories Hide in Your Head.  Follow Your Nose and Wiggle Your Toes to Find Them. 

Big Idea #3: Use a Notebook to Capture Your Ideas.  Add SOMETHING to Your Notebook at Least Once Each Day.

Big Idea #4: READ and READ and READ some more.  Reading is the EASIEST way to become a better writer!

Big Idea #5:  WRITE and WRITE and WRITE some more.  Your Pencil is Magic.  Use it to Let Your Ideas Out!

I love teaching this workshop because it is so rewarding to see young writers genuinely excited about writing.  The letters and pictures I receive from students who have taken this workshop inspire and amaze me.  Here is a sample of the treasures that have recently arrived in my mailbox:

Stay tuned.  In upcoming posts I'll share more details about the above learning points.  And, if you'd like to schedule a writing workshop or author visit for your school or community group, please get in touch!

Critique and Rejection

I visited a 4th grade classroom yesterday, and one of the questions the teacher asked me to respond to is what it's like to face critique and rejection over and over, again, and again, and again.   My answer:  I look at critique and rejection as an opportunity. My published works would not be published works, if it were not for both elements being a big part of my writing life.

Case in point: The Nest Where I Like to Rest was honored as an Oregon Book Awards Finalist in 2011.  It's a 250 word picture book. In typed, manuscript form, it is only three pages long. Here is the file folder that stores the many, many revisions to this one story:




On the left is an example of some notes I took during a critique session back when this story was entitled, "The House I Made Out of Hay" (one of many titles along the way).

This story went through dozens of revisions and iterations before it was selected for publication (Newsflash: it went through several additional revisions even after I received a contract for publication).  The turning point for this story was when I received a professional critique from Kirby Larson at a writing conference. Kirby's feedback was very positive, and yet full of suggestions. She liked the humorous aspect of the story, and encouraged me to lean into that more heavily.  She praised my ability to rhyme, but questioned the purpose of some of the characters that were included in the story at the time.  She challenged me to take a good story and make it better.  I accepted the challenge, and made some significant changes to my story.  Those changes led to the eventual final draft that I submitted to publishers. And then the real fun began!

Here is as sampling of the rejection letters I received for this manuscript once I started submitting it:


During yesterday's author visit, a student asked me to read the worst rejection letter I'd ever received for this story.  I explained that for me, the two worst kinds of rejection letters to receive are 1) standardized form letters with nothing personalized about my actual story, (which means I have no morsels of wisdom to work with to make the story better), and 2) a personalized letter where the editor praises my story, but indicates that the particular manuscript is not right for their publishing house. After I left the school visit, I paged through my files and re-read the most disappointing rejection letter I ever received for this story.  It was from Steve Geck, who at the time was Executive Editor at Greenwillow Books, (a publishing house near the top of the list of prospects I had identified as a good fit for my work).

The letter itself was thoughtful and complimentary ( " . . . It's a beautiful, playful text . . .") What made the correspondence so disappointing (and yet exciting at the same time) was that Mr. Geck enclosed my original manuscript along with a retyped version of my manuscript (where some editorial changes had been inserted).  On the retyped version of the manuscript was this sticky note to "Virginia" (the Vice President and Publisher of Greenwillow) pictured below:  

I did some research and determined that "Paul Z." was likely Paul O. Zelinsky (an amazing illustrator who has published several books with Greenwillow). Sigh.  My story made it all the way to the publisher's desk, with an editor's suggestion about who might be a good illustrator for the project.  But alas, the decision was, ". . .  In the end, however, I'm afraid I didn't feel we would be able to publish this successfully . . ."  

The truth of the matter, however, is that Mr. Geck's letter helped boost my confidence.  It motivated me to continue sending the manuscript to other publishers.  In the end, it did get selected for publication and later as a Finalist for a meaningful award. Not to mention that it continues to be one of my favorites to read aloud at public appearances--with or without the
chicken hat!

I am beginning to catch my breath from the demands of my new books that came out in January, so that means I will once again start submitting my ready work to targeted publishers.  Rest assured that I will strongly consider Greenwillow (and Mr. Geck's current publishing house, Sourcebooks), as I plan my marketing strategy for my new publication-ready material.  Stay tuned!

Why Do I Like to Write?

(My Cat's Feedback Revealed)

When I visit with young writers, I am often asked, "Why do you like to write?"  Here are some of the many reasons I share:

- I like words.  They are powerful. They get things done. They help people understand one another.  Words give people a voice. I like when my voice is heard.

-I like stories.   I like to listen to stories and I like to tell stories.  

-I like to read.  Reading is an important job for writers.  The more I read, the better I write.  Since I'm a writer, I get to read a lot.

-I like poems and rhythm and rhymes.  I like to put words together in ways that are fun to read and hear out loud.

-I like to learn.  When I'm working on a writing project, I usually get to learn something new.   Maybe I discover a new word, or a meaning of a word that I wasn't familiar with.  Maybe I discover something new about myself that I hadn't thought about before.  Maybe I learn something new because of the research involved in the story I'm writing.  Learning is exciting to me, so writing is exciting to me.  

-I like to teach.  My words help other people learn things they might not have known before.  That makes me feel good inside. 

-I feel like we all have important things to say, and when we take the time to say them in written form, instead of just out loud, our words, ideas, and opinions are more lasting and meaningful. They also can reach more people.  The words I have written have found their way to faraway places like Australia, Singapore, and Germany.  These are places that would be more difficult for me to visit in person.  Because I write, my words can go to these places, even if I cannot.  That said, since I write, I've had opportunities to travel that I might not have otherwise had (and I LOVE to travel).

-Writing helps me meet new people.  Because I write, I get to answer questions from young readers and sometimes get invited to their school for an author visit or I get to “meet” readers and young writers via technology like email, video chat or Skype. That's a really fun part of my job.  

So now it's your turn.  Why do YOU like to write?