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Viewing: Blog Posts Tagged with: Writing For Kids, Most Recent at Top [Help]
Results 1 - 25 of 45
1. Dungarees

I have an older character, who lives in upstate NY and has pretty much her whole life, who refers to jeans as “dungarees”. I had her use that word after consulting with friends from upstate who remembered people of their grandparents’ generation and older using that word. I have been challenged on this by someone who thought the word was Australian. Absolutely not.1

I’m looking for more evidence than just my upstate New Yorker friends’ say so. Thus far I’ve found this in wikipedia which lists the word as archaic for the New York City area. But am coming up blank on other supporting evidence.

Can any of you help me?

Thanks in advance!

  1. I suspect I’m going to cop that a lot with the Liar book people assuming I’ve gotten things wrong—like having New Yorkers saying they’re waiting “on line”—when, in fact, I’ve gotten it right, but they just don’t happen to know some of the local New Yorker dialect. Many USians assume that all USians talk the same. So not true!

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2. Word stuff

Who among you uses the nouns “shellacking” or “argy-bargy”? Please to tell how you use them and where you are from. Not just your country, but what state and/or province, what town and/or city or igloo number or whatever?

If you’ve never heard of these nouns you have my condolences.

3 Comments on Word stuff, last added: 10/26/2008
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3. Another moment of clarity: copyeditor edition

I finally figured out why I always often get into mega fights disagreements with my copyeditors.

Eureka!

Thus far all my novels have been in first person or limited third. I view these as the colloquial points of view and write them to mimic the character’s speaking voice as much as possible. That way, if I do it right, the reader will feel like the protag is talking to them because the language I use is conversational.

And there I fall into arguments with many copyeditors (not all of them—certainly not YOU). They wants everything to be gramatically correct and conform to house style. I wants for it to be colloquial, flowing, rhythmic language. Sometimes that means flouting conventional grammar rules and house style.

And leads to stet wars.

I also don’t believe that any one word is inherently “weak”. I do not believe there are “weak” adjectives or verbs or nouns. Or anything. Even words like “good” or “nice” have their place. Their use reveals a tonne about the character saying them.

There are very few grammar rules or commandments that I think are always and for all time. I is all about context. One of the reasons I love the English language so much is on account of how crazy flexible it is. I can bend and twist it. Sometimes make it go SNAP and BANG and BROKEN. But it always bounces back good and nice.

It’s the job of copyeditors to disagree with me. Which is for the best. Having them query my language messing, forces me to check that I’m doing what I think I’m doing, and that it actually works.

I can’t believe it took me so long to figure out why me and they is so often at loggerheads. It’s because our jobs be quite different.

Which is a good thing. Excellent even.

2 Comments on Another moment of clarity: copyeditor edition, last added: 10/16/2008
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4. In your land are these verbs?

“Monster” and “whiteant”. Have you ever used them as verbs? If your answer is yes give sentence and say where you are from.

This is in the nature of a scientific survey. Truth must be told.

That is all.

2 Comments on In your land are these verbs?, last added: 7/28/2008
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5. Pronunciations that drive you insane (Updated)

NB: The following post is not intended to be taken seriously. I do not want to change the way anyone speaks. Please stop sending me ranty emails and comments lecturing me on my presumptiousness and lack of understanding of the diversities of the English language. Thank you. Note to self: never write about language differences again.

So I just listened to John Waters going off about people who pronounce “picture” “pitcher”. That one does not bother me. But I cannot stand the way USians say “shone”. Seriously, it makes my ears bleed.

I should confess that for years I thought it was just Scott. He’d pronounce it all wrong when he was giving a reading and I’d be deeply embarrassed for him. I figured it was one of those words he’d never heard said out loud so he just didn’t know better. When I was little I had the same issue with “epitome”. But he’s a wee bit older than twelve now—time to pronounce “shone” correctly. So finally, a couple of weeks ago, I pointed it out to Scott, and taught him how to say the word properly.

He looked at me like I’d lost my mind. “Justine, that’s how us Americans pronounce the word.”

“No way,” I said.

Scott is sometimes wrong about these things. He’s lived in Australia too long to be an authority about his own people. So I did some research. I asked everyone I know of the USian persuasion how they pronounce it. Tragically, Scott was right. Everyone in the entire country says “shone” incorrectly. I’m still stunned.

I’ve also been asking friends what hideous pronunications drive them spare. Top of the pops is “nuclear”. What pronunciations drive you insane?

Update: I’m dead pleased so many of you have entered into this in the spirit intended. However, some seem to be taking this WAY too seriously and to avoid flamewars—yes, there’s already been one ridiculously angry exchange—I’ve taken the liberty of deleting the cranky comments.

One of the many joys of English is that there is such a variety of accents and dialects and grammars. Everyone on this thread knows and loves that, including me. So please to hold your lectures. And, if someone does get cranky, please don’t respond in similar vein, okay? This is meant to be fun not a noo-kly-yar war.

61 Comments on Pronunciations that drive you insane (Updated), last added: 6/8/2008
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6. No more nouns

I’ve decided that I’m against ‘em. Ugly, nasty, smelly! Too hideously leaden and concrete. I’m done with them. Pronouns, however, are absolutely fine.1 From now on you must write without them!

  1. Yes, I’m aware that “pronoun” is a noun. What of it?

12 Comments on No more nouns, last added: 3/13/2008
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7. I love adverbs

I love them hugely, deeply, widely, vastly, cortohumeringisously!1

  1. I’m also fond of hideously bad neologisms.

6 Comments on I love adverbs, last added: 3/12/2008
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8. Writers and fans

Thanks for all the deeply smart and thoughtful comments to yesterday’s question. You lot are awesome.

Youse lot have gotten me thinking muchly on the topic. On the one hand, I am a fan of many writers I’ve never met, like, Denise Mina, Meg Cabot, Geraldine McCaughrean, Walter Mosley, Megan Whalen Turner, Peter Temple and would probably embarrass myself by breathless gushing all over them if we were ever to meet. On the other hand, I’m a working writer who knows a lot of working writers and knows that we’re not particularly different from everyone else. (Well, except for Maureen Johnson . . . )

I put it like this to Holly Black:

It does not surprise me in the slightest that Karen Joy Fowler and Ursula Le Guin are friends. But it surprises me HUGELY that I am making a living as a writer and therefore I have many writer friends. I constantly have to pinch myself. How on Earth did I get here? Please don’t let anyone take it away!

That fear is real: many writers don’t make a living at it for their whole lives. It takes a long time for most of us to get published (took me close to twenty years) and then once you are published there’s no guarantee that your books will keep selling. Styles of writing go out of fashion. So do genres.

Your comments were all so useful, I thought I’d respond in more detail:

Danica’s point is a really good one: “I guess we (meaning non-writers) don’t always think of publishing as an industry and don’t realize that most writers must be connected somehow.”

That’s so true. I remember the first science fiction convention I went to back in 1993. I was astonished to see all these writers and editors I’d heard of in the one place. All of them clearly knew each other and were, in fact, a community. A pretty big community that consisted not only of those whose living was directly tied to the publishing industry (writers, editors, publishers, publicists etc) but also readers and fans and a handful of students and scholars. Long before I sold a single short story I was becoming friends with the likes of Ellen Datlow, Samuel R. Delany, Ellen Kushner, Delia Sherman, and Terri Windling. It was astonishing.

That community—of science fiction people— is the oldest genre community I know of and has roots that go back to the late 1920s. There are also romance communities, crime fiction communities, YA communities etc., and to a lesser extent mainstream lit fic communities (though I suspect that the easy access of fans to pros is not so strong in the lit fic world).

Tole said: “Perhaps it’s not so much that we are surprised that you know each other, as much as amazed at how lucky you are to not only have the talent and perseverance to write a novel, but that you have an amazing set of friends as well.”

I am also amazed by that. I mean, yes, I said above that we’re not that different from everyone else, but my writer friends understand the ins and outs of this weird job we have better than anyone else. No matter what questions I have there’s someone I know who’s been through it before and can help me out. “My book’s been remaindered! Does that mean my career is over?” “Barnes & Noble aren’t stocking my book! Does that mean my career is over?” “How do you write action scenes?” “What’s the best writing software?” and so on and so forth. When I have a success that’s hard to explain to people outside the industry (my book is on the BBYA) my YA writer friends get it and can celebrate with me and vice versa.

Having peers is a wonderful, wonderful thing. And when your peers are as talented and amazing as mine. Well, it’s pinching yourself time.

JS Bangs made two excellent points:

1) People think of authors as solitary geniuses scribbling away and living on water and crusts of bread, without any contact with others of their kind.

2) It feeds people’s fear that the publishing industry is all about who you know.

1) There are writers like that. There are definitely working writers who live a long way from their peers and don’t ever meet them at conferences and convention and so on. But I think they’re getting rarer. The internet has allowed more and more people in the same industry to be in contact with each other and break down that isolation. Is very good thing!

2) Oh, yes, that old bugbear. Pretty much every industry from medicine to the building industry to agriculture has a certain amount of who-you-know going on. The world runs on personal relationships. What most people who are paranoid about the publishing industry don’t get is that an unpublished writer knowing some editors may get them read but guarantees nothing beyond that. I’ve had editor friends since 1993. A decade later I sold my first novel.

I know plenty of writers who started selling before they’d met a single person in the industry.1 Knowing people in the industry means that it’s easier to figure out how it works—you have friends you can ask—but it doesn’t mean anything if you have no talent.

Camille expanded on the solitary point: “I think, too, it’s because you can write from anywhere. With lawyers and professors and the like, generally you have to congregate in a place to get anything done. (Less now, with the Internet, but still, predominantly people go TO work.) You HAVE to physically associate with your colleagues. Writers can live anywhere and yeah, somebody above said we think of writing as being a solitary exercise.”

That’s true. Part of my knowing so many writers has to do with my living in two very big cities: Sydney and NYC. And in both cities the writers in my genre have made an effort to make contact. Because so many of us write alone, I think the need for community is much stronger than those who work with people in their profession every day.

Of course, there are still writers out there who don’t know other writers and aren’t part of any writing communities.

Herenya: “I think it’s because we know who these other writers are. If I started talking about who my friends are, people would look at me blankly because none of my friends have done anything to warrant that sort of recognition (yet!) But you talk about your friends, and I think ‘oh, yes, I know who they are, I was reading one of their books yesterday.’ It’s a bit like the same sense of surprise you get when you find you and a friend / acquaintance ‘know’ someone in common, but with the awe factor involved, because we only know them through their writing and not personally.”

That makes a lot of sense to me and jibes with my own experience. The awe factor is nicely summed up by Bill: “Myself, I’m still so amazed that certain books exist at all (say, Stranger in a Strange Land) I can’t rationally believe that it was typed by hand by a human being named Robert Heinlein. Books, especially books that change your life, are inherently mystical objects to those of us on the receiving end.”

Even though I write books myself, I still feel that way about the books that move me. There is something fundamentally mysterious about the process of creating (no matter what you create). I think that’s why so many writers struggle to explain where they get their ideas.

On that note, I should probably get back to doing some creating of my own.

  1. Scott Westerfeld and John Scalzi are two that come to mind.

10 Comments on Writers and fans, last added: 3/12/2008
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9. Learn to Avoid Common Mistakes in Your Manuscripts!

Lila GuzmanTonight’s the night!

Children’s author Lila Guzman will present a special teleclass for members of the Children’s Writers’ Coaching Club called “Avoiding Red Flags”!

Learn how to avoid the most common mistakes in your manuscript that send up red flags to editors!

The teleclass starts at 7:00 central time and will last for 55 minutes.

Members are invited to attend this LIVE teleclass, but the teleclass will also be recorded and members will receive a link to the recording tomorrow.

Join the club here!

Come on. You know you want to!

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10. Cranky

The world is causing me to shred rope this morning. With my teeth.

I am cranky and have decided to share my crank with you my gentle and not-at-all cranky readers. I know that I’ve written this rant in different forms already. I fully expect to write it again. Here goes:

Ever since I because a YA writer I have been hearing certain people accusing me and my colleagues of writing books solely for the sake of being as dark/bleak/shocking/perverted/[insert your own personal bugbear in adjectival form here]. “Why did you have to put x into your book?” is a question that almost all of us seem to hear at one time or another.

It drives me nuts.

YA writers who write about anything that isn’t considered to be squeaky clean or uses language stronger than, “Oh, bother!” get this a lot. We’re often accused of writing “dark,” “edgy,” “controversial” books in order to increase our sales.

Newsflash: the inclusion of swearing and sex and drugs and the other things that render YA books less than squeaky often, nay, usually, has the opposite effect. Book clubs won’t pick them up, Wal-mart and Target won’t stock them, nor will many school libraries, and lots of conservative parents won’t let their teens buy them.

Sure, you can point to teen books that have sex and swearing and drugs that sell; but there are just as many that don’t. It is not the automatic sales shot in the arm that so many people are convinced of.

I have never written anything for the sake of being “dark” or “edgy” or anything else. The YA writers I know think long and hard about including anything “controversial” because nine times out of ten it will reduce their sales, not increase them.

Valiant by Holly Black is often accused of being deliberately shocking; it’s her worst-selling book.

Of all the YA books I’ve read, Valiant is the closest to my teenage experiences. I recognised so much in that book. I found it moving, honest, beautiful, scary, dark and brilliant. It made me weep in sadness and, by the end of the book, in joy. I’ve read it four times so far and each time it has gotten better.

I’ve been wondering what it is about the book that bothers people. Perhaps they don’t like it because they didn’t recognise anything from their teenage experiences, therefore the book seems to them deliberately and inexplicably dark. They grew up safe and happy behind their white picket fence and weren’t interested in reading about teens that didn’t. But my friend Diana Peterfreund disagrees because she had a white-picket upbringing and she adores Valiant.1

Maybe the Valiant haters recognised too much and that made them uncomfortable?

I should point out that these are all adult complaints about the book: The teens who don’t like Valiant are mostly annoyed because it isn’t a direct sequel to Tithe.

All the adult complaints I’ve heard about books like Valiant and Looking for Alaska seem to stem from discomfort with the reality of some teen lives. Have they forgotten how traumatic teenage years can be? Have they forgotten that many teenagers swear, that they not only think about sex, but some of them have it, some of them drink and take drugs? I’ve met and talked with enough teens over the past three years2 to know that many of them are extremely grateful to have their experiences reflected back at them in the books we write—whether those experience are dark or light or a mixture (which is most people’s experience). Once I would have argued against problem novels because I personally don’t like them. But I’ve heard too many teachers and librarians tell me tales of students finding comfort and guidance in a book about child abuse, or a teen with alcoholic parents, or anorexia or whatever.

Recognising yourself in a book—in any work of art—is extremely powerful. It’s one of the ways we learn we’re not alone.

Some teenagers grow up in very dark places. Some of them go through dark, scary times. Some teens have friends and relatives who’ve overdosed, been murdered, raped, tortured, deported, gaoled, executed. Teen lives are as varied and scary and wonderful as adults’ lives. Those stories deserve to be told just as much as the story of Anne of Green Gables.

Some of us cope with the dark times by re-reading Anne of Green Gables. Some of us cope by reading stories that touch on our own horrible experiences or that are even worse.

Valiant, however, is not a problem novel. It’s a fairy tale with the requisite fairy tale ending. It affirms that even in the darkest of times a fairy tale ending is possible. I love it; I would have loved it even more as a teen.

I know that writing for teens is a huge responsibility. I take that responsibility seriously, which is why I believe it’s my duty to write books as honestly as I can.3 Whether it be the froth and bubble of How To Ditch Your Fairy or the darkness of the Magic or Madness trilogy. Pretending that teens aren’t people with as wide a range of desires and aspirations as any adult is dishonest.

Okay, I feel slightly less cranky now. Slightly . . .

  1. I should point out that my family life was great; it was my school experiences that were dark and miserable.
  2. Since my first teen novel came out.
  3. You know, what I also think that’s the duty of writers of adult books.

25 Comments on Cranky, last added: 3/13/2008
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11. Top Ten Writing Mistakes Made By New Children’s Writers

by Suzanne Lieurance

71778_hand_count_10Okay. So I’m not David Letterman. But I doubt if he’d know much about the top 10 mistakes made by new children’s writers anyway. I, on the other hand, read from 10 to 20 manuscripts for children every week (I’m not bragging - I’m just an instructor with the Institute of Children’s Literature). While many of the stories I read are destined for publication, I find that 10 common mistakes crop up again and again in the other manuscripts I edit each week.

I’ll start with number 10 (just like Letterman) and work my way up to the number one writing mistake made by new children’s writers (and, just so you know - I’ve been guilty of making some of these mistakes myself, so don’t beat yourself up if you realize you’re guilty of some of these, too):

10) No Clear POV Character – Children tend to relate to the POV character in a story. This is the person they will root for. Make it clear right from the start whose story is being told. Even if you have two main characters (twins, for example), you need to pick just one of these kids to be your POV character. And, it should go without saying, when writing for children, make sure your POV character IS a kid - even if Grandma has a big part in your story.

9) Multiple Points of View – Unlike stories for adults, stories for children are generally told from only one POV. It isn’t difficult to maintain a single point of view once you get the hang of it. Just remember - if you are “showing” everything from your main character’s point of view, then he or she has to be present for everything that happens. I see stories all the time where the POV character suddenly leaves the room. Yikes! If your POV character wasn’t there to see or hear what went on, then we can’t see or hear it either.

8) Telling instead of Showing – Read a good story and chances are there is a lot of action and dialogue (showing) with minimal stretches of straight narrative (telling). Too much narrative and the story sounds like a summary. Readers don’t want a summary. They want scenes with action and dialogue that make them feel they are actually experiencing what is going on. So “show” as much as possible of your story through action and dialogue.

7) Overuse of Adjectives, Adverbs, and Other Unnecessary Words – Do you really need to say someone “whispered quietly” Or “shouted loudly” Or, my favorite - she “nodded her head”? What else could she nod? Or, she “shrugged her shoulders” - she certainly wouldn’t shrug her foot!

6) Dialogue That is Not Punctuated Properly – Get a grammar book to learn how to punctuate dialogue properly. But, most importantly, remember to change paragraphs each time the speaker changes. I read manuscripts all the time where three or four characters are speaking, yet the paragraph never changes. Just imagine how confusing that is to the reader!

5) Long Timeframes – I know Harry Potter takes place over several years. But, the story also takes place through several books. Most children’s writers start out writing stories for children’s magazines or they want to write picture books for very young children. Either way, the timeframe in these stories should be rather short - a couple of hours or a day or two. If your story takes place over a couple of weeks or (gulp!) a couple of years, then you need to shorten the timeframe.

4) No Narrative “Hook” for the Reader – I know what you’re asking - “What is a narrative hook?” Well, that’s simple. It’s just an opening sentence or two that “hooks” the reader and makes him or her want to continue reading to find out what happens.

3) Dialogue That Doesn’t Sound Real – Listen to any child or teenager and you’ll find out that much of what kids and teens say (at least to each other) tends to sound like a series of grunts. So don’t have the child or teen in your story use words like “shall,” or never use contractions. If you do, the dialogue will sound too formal and your work will not have a child’s or teen’s voice.

2) Adults Who Step In to Save the Day for the Child – I know what you’re thinking. Parents and other well-meaning adults DO step in all the time to save the day for kids. So why can’t they do it in stories for children? The answer to that is - because children don’t want to read stories like that. Stories for children have strong children (or children who eventually become strong throughout the course of the story) as characters. This empowers the children who read these stories. They figure, if the POV character can solve his own problems then maybe they can too.

Now. Drum roll here.

The number one mistake new writers make in their stories for children is

1) No real conflict - There’s no story problem. Your POV character needs to face some big problem right at the start of the story. Then, he or she needs to struggle and struggle with this problem as he/she tries to solve it. That is, things need to keep getting worse and worse until finally the POV character is able to solve the problem (or at least resolve it) and change or grow somehow in the process. Without a story problem you have what editors like to call “an incident,” and editors don’t publish incidents. They publish stories.

So that’s my list of top 10 mistakes new children’s writers make. Use this article as a checklist when you’re writing for children. Avoid these mistakes and you’ll be well on your way to publication.

See you in print!

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12. Education Writers’ Self-Discover Quiz

If you’re a children’s writer, is the children’s educational market for you?

Take the following quiz from Rita Milios to find out.

Answer each of the following questions as honestly as you can:

1. Are you an “information junkie?”

a) Definitely. I love discovering new information, reflecting on new ideas and broadening my scope of expertise.
b) Sort of. I enjoy discovering new information and ideas, but I value my own ideas just as much.
c) I really don’t care that much about information; I create mainly from my own imagination.

2. What does it mean to you to share ideas with children and shape their learning?

a) I view this as a big responsibility and therefore I feel the need to consider carefully everything that I write for them.
b) I recognize that a responsibility exists, but expect editors to be the ones responsible for the educational aspect of a writing project.
c) I really don’t feel any special responsibility; I just write what I write and let the market figure out how it fits.

3. How often do you write on assignment?

a) Often. Assignment writing is my main method of working. I enjoy it.
b) Only occasionally, but I would like to do more. I enjoy it.
c) Never. I prefer to make my own schedule and execute my own ideas.

4. How closely do you follow writer’s guidelines?

a) I realize that they are crucial; therefore I read them carefully and follow them exactly.
b) I view them as suggestions; if they fit my plan I follow them, but I feel free to adjust them as I see fit.
c) I really don’t consider these important; guidelines stifle my creativity, so I usually ignore them.

5. How much communication do you expect to have with an editor when you are writing on assignment?

a) I expect a fair amount of contact in the beginning, probably via guidelines and email updates, then less as the work goes on. But I do expect that I will be able to ask questions and have them replied to promptly.
b) I expect that an editor will be available to do a little “hand-holding” as I find my way through a project. If I have questions, I expect to be able to call an editor and get it answered right away.
c) I expect an editor to be train me (preferably via phone) in the specifics of a
project and to return all my phone calls promptly.

5. How flexible are you in working with editorial changes–project delays or crunches, changes in editorial direction, new components added to a project, etc?

a) I realize that changes in direction and new requirements are often a part of
such projects and I deal with them professionally-–doing what is asked as
promptly as possible, without complaining.
b) I realize that changes in direction and new requirements are often a part of
such projects and I try to deal with them professionally-, but I sometimes
feel obliged to let my editor know about my frustrations with such changes.
c) I feel that such changes are unacceptable and I will not make these kinds of adjustments. That is the job of the editor.

6. How comfortable are you with research and where do you find it?

a) Reputable research is vital, so I use only sources recognized as reliable (primary sources, academic materials, internet sites related to a college, institution or association that is regarded for its expertise in a field, etc.).
b) I recognize that reputable sources are important, and I use these; but I place equal value on more informal research such as blog posts and personal websites.
c) Google is the only source I ever need. I use whatever sites are returned as
the top sites in a Google search.

7. How important do you believe creativity is in education writing?

a) Creativity is extremely important. It is what separates great educational
writing from mediocre and is a expected by publishers today.
b) Creativity is helpful; when you have the flexibility to be more creative, it is good to incorporate it into the writing.
c) Creativity does not have much place in educational writing. Writing that is
mostly didactic and encyclopedic is perfectly acceptable.

8. Are you capable of (and enjoy) writing at various grade levels?

a) Definitely I can write equally well at a variety of grade levels, and I enjoy the challenge and creativity of such options.
b) I have written for at least a couple of different age levels and I am eager to learn the specific requirements for each grade level.
c) I only write for one age or grade level and do not want to add more.

9. Are you capable of (and enjoy) creating different kinds of materials–books, workbooks, quizzes, crafts, activities, flash chards, etc.?

a) I have created many of these in the past, and I know I can learn how to create others.
b) I have not done much of this kind of work, but I am willing and eager to learn how.
c) I never want to write anything other than the nonfiction articles or fiction
stories that I currently write.

10. How familiar are you with curriculum guidelines?

a) I know where to access different states’ curriculum guidelines, and have
used these for previous educational assignments.
b) I trust that I can find this information and am willing to spend some time learning how to use it in my educational writing,
c) What? This sounds too restrictive for me. I’m not interested in adhering to such guidelines.

****************************
Scoring: Give yourself 10 points for each “a” answer, 6 pints for each “b” answer and 3 points for each “c” answer. Total your score for all answers.

If your Total is 80-100 points, congratulations! You are definitely ready (or already on your way) to be an educational writer. You have the right combination of professional attitude, skills, knowledge, curiosity, and social responsibility to make a great children’s educational writer.

If your Total is between 60 and 80 points, good for you! You have the right attitude, curiosity and some of the skills and knowledge you’ll need to be a great children’s educational writer. You also have the willingness to learn and grow in your skills and knowledge in order to achieve your goal.

If your Total is between 40 and 60 points, you may need to work harder to accomplish your goal of writing for the children’s educational market. Look back at the questions you gave “c” answers to. Do these reflect an unwillingness to compromise or to be flexible? Do your answers indicate that you consider your personal independence as a creator of the utmost importance? If so, you may need to adjust this attitude and recognize that the requirements of educational writing, which is often based on assignments and detailed guidelines, is in its own way creative.

In addition, it can be very rewarding to work as a team player once in a while. If you can achieve this new perspective, you will be much more likely to make a good educational writer.

If your Total is less than 40 points, yikes! You have challenges ahead, should you choose to pursue the niche of children’s educational writing. Review the questions and suggestions in the above scoring and see if these may indicate to you some areas where you may wish to make adjustments. If not, then education writing may simply not be your cup of teas, after all.

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To learn more about writing for the children’s educational markets, join the Children’s Writers’ Coaching Club today and attend a special LIVE teleclass today at 2:00 eastern time with write for children
Rita Milios. Once you join the club, you will receive an email invitation to this event. Later, you will receive a link to a recording of this event so you can listen to it again any time you want.

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13. Today is Chat and Promo Day on Book Bites for Kids!

Book Bites for Kids LogoIf you have an upcoming writers’ event to announce to everyone join host, Suzanne Lieurance, for Book Bites for Kids, LIVE on blogtalkradio.com today at 2:00 central time.

Listeners are invited to call in and announce any upcoming writers’ conferences, workshops, or other events. The number to call is 1-646-716-9239.

Listen to the show at www.blogtalkradio.com/bookbitesforkids

Send your announcements ahead of time and Lieurance will present them on air for you. Send to [email protected]

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14. Picture (Book) Perfect

Cover-FrillyThis week’s teleclass for members of the Children’s Writers’ Coaching Club will be presented by children’s author Margot Finke. She’ll talk about what it takes to write a children’s picture book. Just look at what she’ll cover in this fun and informative teleclass:

PICTURE (BOOK) PERFECT

* Good grammar and punctuation
* Tight writing — use a few carefully chosen words to write a “big” story.
* The benefit of bringing powerful verbs into play.
* How to paint word pictures that will stick in a child’s head.
* How to write active paragraphs that easily translate into illustrations
* How to FOCUS on what is important to the story — and cut the rest.
* The art of crafting characters kids will identify with and root for.
* Develop a writing “voice” that is unique.

This LIVE teleclass will take place on Wednesday, February 13, 2008, at 4:00 pacific time.

To receive an email invitation to this event, along with any handouts needed for the class, join the Children’s Writers’ Coaching Club HERE.

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15. Simple Points to Keep in Mind as You Write for Children

Writing TipAs you create stories for children, here are a few simple points or “rules” to keep in mind.

True, some of these “rules” can be broken.

But you know what they say - “You have to know the rules and be able to follow them before you can start breaking them.”

Here they are:

1) When writing for children, be sure your main character - the viewpoint character - is a child or teen.

Many times, grandparents decide to write stories for children, but then they create a story where a grandparent is the main character.

Kids may love a story that features a grandparent. But children identify with the main, viewpoint character. It’s hard for them to identify with an older person when they are a child and haven’t had all the life experiences of an older adult, so make that viewpoint character a child.

2) Be sure to give your main character a problem, right at the start of the story. Many beginning writers love their characters so much that they just hate to give these characters a problem or conflict.

But, hey, guess what?

Without a conflict, you don’t have a story. So be sure the main child in the story has an age-appropriate problem, right from the get-go.

3) In stories for young children, stick to a single point of view. This means you should tell everything from the main character’s viewpoint.

You can’t tell us what the dog is thinking, or how Grandma feels. You can “show” these things, but you can’t tell them. You can only “tell” what the main character is thinking or feeling.

4) Make sure your viewpoint character solves, or resolves, the story problem himself. Too many times, beginning children’s writers have a parent, or other well-meaning adult, rush in to save the day.

But editors look for children’s story that feature a child protagonist who solves his own problem - or at least resolves it without a lot of help from adults - so give adults only minor roles in your stories for children.

5) Try to create an unexpected “twist” for the end of your story.

This should be something completely logical, but unexpected.

Read several short stories in children’s magazines and look for the “twist” in each of them until you begin to get the hang of this for your own stories for children.

6) The main character should grow or change somehow as a result of solving or resolving his own problem.

This doesn’t have to be a BIG change, but the reader should see some difference in the main character now that he has gone through a struggle to solve or resolve the overall story problem.

If you keep these simple points in mind as you create stories for children, you’ll be WAY ahead of much of the competition.

Happy writing!

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16. Bringing the Past to Life - Tonight’s Teleclass & Other Updates

Old bookBringing the Past to Life: Writing Middle Grade Historical Fiction, this week’s teleclass for members of the Children’s Writers’ Coaching Club will be presented tonight at 7:00 central time. The instructor for this class is Suzanne Lieurance, author of the upcoming middle grade historical novel, The Locket: Surviving the Triangle Shirtwaist Fire (to be released in May 2008). Lieurance is currently completing a second historical novel for Enslow Publishers’ fiction adventure series.

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Other CWCC News

Members of the CWCC enjoyed a manuscript critique telesession last night, where everything from picture book manuscripts, writers’ resumes, and nonfiction articles were critiqued. Today, members will receive a link to the recording of this session so they can listen to the critiques of their work even if they were unable to attend last night’s LIVE session.

Join the Children’s Writers’ Coaching Club, here, and receive these benefits, plus many more, for only $27.00 per month.

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17. Welcome, Margot Finke!

The National Writing for Children Center

welcomes Margot Finke to the faculty of the Children’s Writers’ Coaching Club.

Margot Finke
Children’s Author Margot Finke

Find out more about Margot Finke on Our Staff & Faculty Page.

Margot will be teaching a monthly teleclass for members of the Children’s Writers’ Coaching Club starting in February.

Her February teleclass will be:

PICTURE (BOOK) PERFECT

This teleclass will cover the following:

* Good grammar and punctuation
* Tight writing — use a few carefully chosen words to write a “big” story.
* The benefit of bringing powerful verbs into play.
* How to paint word pictures that will stick in a child’s head.
* How to write active paragraphs that easily translate into illustrations
* How to FOCUS on what is important to the story — and cut the rest.
* The art of crafting characters kids will identify with and root for.
* Develop a writing “voice” that is unique.

Join the Children’s Writers’ Coaching Club today so you won’t miss any of Margot’s exciting and informative classes. Click the Coaching Club link directly below.<!--Begin--->

The Children’s Writers
Coaching Club



<!--End--->

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18. How to Plan Author Visits for Schools

Last night, members of the Children’s Writers’ Coaching Club were given the opportunity to take part in a live teleclass with children’s author Margot Finke, where she explained how and what authors need to do in order to plan and present visits to schools.

It was an excellent teleclass. And, as usual, Margot provided plenty of good information, as well as three pages of handouts. Thank you, Margot, for a wonderfully informative and fun class!

If you missed last night’s teleclass, you can still get the link to this recorded class, as well as the handouts, when you join the Children’s Writers’ Coaching Club. As a club member, you’ll also receive a CD of this recorded event later this month.

Join the Children’s Writers’ Coaching Club here.

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KC ParentsMembers of the CWCC also receive weekly writing assignments every Monday morning. We try to make sure these are PRACTICAL assignments, and sometimes members are even able to sell a finished assignment to an appropriate market.

This was the case with club member, Sylvia C. Hall. She recently sold one of her weekly assignment to KC Parents magazine for their winter issue.

Congratulations, Sylvia!

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19. Read These Publications If YOU Want to Write for Children in 2008

Start the New Year off right by subscribing to these informative publications for children’s writers.

Children's Writer NewsletterChildren’s Writers Newsletter is published by the Writer’s Institute in West Redding, Connecticut.

Children’s Writer brings you these regular features to keep you on top of the market every month:

Marketplace—three full pages to provide even more news about what editors are looking foright now! PLUS . . . tips, updates, new faces, new specs, start-ups, shutdowns, mergers, and acquisitions.

Contest Announcements—Including Children’s Writer’s own contests with cash prizes of up to $500 for the grand-prize winner plus publication in Children’s Writer.

Commentary—Award-winning author Patricia Curtis Pfitsch delves into important and controversial developments in the children’s field in this regular feature.

Profession and Craft—Two regular columns where guest writers discuss key aspects of the business side and the writing side of being a professional writer.

Of course, as you might expect from the Institute, there’s even more:

• Book editors discuss their wants and needs;

• Interviews with authors who help shape the market;

• Profiles of magazines that are setting the pace.

Find out more about this publication and how to subscribe HERE.

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Children's Book InsiderChildren’s Book Insider is another publication children’s writers can’t be without!

Each issue of Children’s Book Insider includes:

NEW MARKETS. The first thing you’ll see when you pick up CBI each month is “At Presstime,” two pages of fresh and exclusive market news. This publication tells you about new imprints, changes in editorial direction, calls for submission, contests, grants and much more. CBI editors use their exclusive network of sources to provide readers with the hottest leads. And they put it all right up front, because they know your first objective as a writer is to sell. “At Presstime” is the source to find out who’s buying.

HOW TO SUBMIT YOUR WORK. CBI extensively covers the nuts and bolts of submitting your work, with information that will make it easy for you to take action. Their Editor Profile series brings you up close to top editors, who will tell you — in their own words — exactly what they’re looking for and how they like to be approached. Plus, CBI’s feature articles cover every aspect of the submissions process — from formatting your manuscript all the way through signing a contract.

WRITING SECRETS. Their straightforward “how-to” pieces about writing give you the do’s, don’ts and golden rules of children’s literature. From picture books through young adult novels, CBI tells the secrets that can turn rejection letters into book contracts.

ADVICE FROM TOP AUTHORS. CBI brings you the advice, encouragement and wisdom of America’s top children’s writers, through their series of exclusive interviews. Judy Blume, Jane Yolen, R.L. Stine, Gary Paulsen, Walter Dean Myers….these are just a few of the big names that have appeared in CBI. (Apply the lessons these folks have to offer and, who knows, maybe someday CBI will be interviewing you!)

Find out more about this publication and how to subscribe HERE.

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SCBWIBecome a member of the Society of Children’s Book Writers and Illustrators (SCBWI) and you’ll automatically receive the SCBWI Bulletin.

This bi-monthly publication contains comprehensive and current information in the field of children’s literature. Features include the latest market reports, articles on issues in writing, illustrating, and publishing, information on contests and awards, reports of events in the field, news of SCBWI members, as well as information about ongoing SCBWI activities throughout the country. The Bulletin is an invaluable source of information and inspiration to writers and illustrators of children’s literature.

Find out more about SCBWI and how to become a member and start receiving The Bulletin HERE.

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20. First Aid for Writers!

Writer’s First AidDo YOU want to learn to write for children?

If so, then here’s a great little book that can help!

It’s called Writer’s First Aid: Getting Organized, Getting Inspired, and Sticking To It! by Kristi Holl.

Writer’s First Aid is divided into four sections for easy reference: “Getting Started,” “Work Habits That Work for You,” “Money and Other Practical Matters,” and “Creating the Writing Life You Want.”

When a writer is experiencing a particular problem, he or she can turn to the section of the book covering that topic and find 10 articles. These range from the very practical (in the work habits section) to inspirational and challenging (in the section on creating the writing life you want).

Articles in Writer’s First Aid fit the busy writer’s schedule: long enough to be helpful, yet short enough to be read during ten-minute breaks.

Think of Writer’s First Aid as a medicine chest, full of good things for what ails many writers. Medicine chests contain items that kill pain, bind up wounds, bring restoration, and increase vitality.

Order the book here.

Holl is the author of 35 books, both fiction and nonfiction. Visit her blogsite for writers called Writer’s First Aid: A Medicine Chest of Hope. Visit her website at www.kristiholl.com.

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21. Children’s Writer Guide to 2008 - It’s Available NOW!

Children’s Writer Guide to 2008The annual children’s writer guide from the Writer’s Institute is now available.

Children’s writers everywhere look forward to this guide every year.

It’s packed with helpful articles, tips, and other information about children’s publishing.

Read more about the Children’s Writer Guide to 2008 and order your copy TODAY!

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22. Fiction Tip: Do You Really Have a Story?

by Suzanne Lieurance


All writers get rejection slips. It’s just part of writing if you submit your work to publishers. But if you’ve been seriously writing fiction for quite a while, yet ALL you’ve received for your work are rejections, then take a closer look at one of your short stories. In fact, do you really have a story - or do you have what editors call “an incident”?

A story has a protagonist who has a big problem to solve. As the plot thickens, this character struggles and struggles to solve the problem. As he does, he encounters obstacles at every turn until, finally, he is able to solve (or at least resolve) the problem. In doing so, this character changes or grows somehow, so he is no longer the same person he was at the start of the story. He may be a little wiser now, or a bit more careful, or maybe he just has a better understanding of what he wanted in the first place.

An incident is simply a series of actions and occurrences in a character’s life. But these things don’t change the character. By the end of the final page, he is exactly the same person he was on page one.

Does your fiction contain all of these story elements? If not, chances are you have written an incident and not a full-fledged story, and that just may be why your work keeps getting rejected.

Give your main character a big problem to solve right at the start. The problem could be something he wants, or somewhere he must go, or someone he must find. As he tries to solve his problem, give him plenty of obstacles to make things get harder and harder for him before he is able to solve the problem.

Finally, before you mail your manuscript off to an editor, ask yourself this question, “How has my main character changed or grown as a result of struggling to solve his problem?” If you can easily answer this question, and your manuscript is well-written, then you probably have a great story. And it should be only a matter of time before you receive your first acceptance letter.

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23. If You Love Book Bites for Kids You’ll Also Enjoy Just One More Book!

Just One More BookJust One More Book! is a thrice-weekly podcast which promotes and celebrates literacy and great children’s books.

Here’s what the creators of Just One More Book! have to say about the podcast:

Each weekday morning, we take a few minutes out of our morning coffee ritual to discuss one of our many favourite children’s books. We also feature weekly interviews with authors, literacy related discussions or audio reviews submitted by our listeners.

Through this podcast and its website, we are building a lively, interactive community linking children’s book authors, illustrators, readers (parents and children) and publishers.

Episodes range in length from 5 to 25 minutes and can be played directly from our web page or downloaded to an ipod for listening on the go. Each episode is an informal discussion of one of our family’s favourite children’s books. We also feature interviews with authors, literacy related discussions or audio reviews submitted by our listeners.

Busy parents and educators can now discover great read-aloud children’s books while they are busy doing the many tasks that would otherwise rob them of the opportunity to research great children’s books in more traditional ways.

This podcast is powered by passion. We have no advertisers or sponsors. Our goal is to link children with great books and help create happy memories for children and the adults that read to them…and to have fun!

Listen to Just One More Book! here.

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24. Get Your Own Children’s Writing Career Started!

Many people want to become published children’s book authors but they just don’t know how to go about it.

Writing for children is different from writing for adults. There’s more to it than simply featuring children in your stories.

childrens-writers-coaching-club.jpgLearn the “tricks of the trade” to become a published children’s book author by joining the Children’s Writers’ Coaching Club here at the National Writing for Children Center.

For just $27.00 a month you’ll have the opportunity for weekly writing exercises, weekly manuscript critique telesessions, and a monthly hour-long teleclass with a published children’s writer and/or illustrator.

As a member of the Children’s Writers’ Coaching Club you won’t need to GUESS at what you should do to write marketable stories and articles for children. You’ll KNOW what you need to do to succeed.

Find out more about the club and join HERE today!

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25. Children’s Writers’ Coaching Club Meets Tonight

Tonight is our weekly manuscript critique telesession for members of the Children’s Writers’ Coaching Club. Each member can submit a manuscript for critique today and then listen as other members give suggestions and comments about it tonight.

WritingThis week’s practice writing assignment was to write a short, short story in The Core of Three. So we’ll be going over those, too.

Join the Children’s Writers’ Coaching Club for only $27.00 a month and get the help you need to become a published children’s book author yourself.

Find out more about the club HERE.

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