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Last week I wrote about how camping out - in both reality and fiction - inspired my new book Wild Thing Goes Camping. Equally important, I realised, was the idea of dens and secret hiding places.

There’s something really powerful for a child about a den or a secret place. There’s all the fun of finding or building one. There’s also the thrill of having a place that nobody know about: a place totally under your control, where nobody messes with your stuff, which is totally private from the grown-ups.

I’d already used the idea once before in Sam and the Griswalds – where a tree-house in Sam’s garden provides an important refuge and meeting-place.

In Wild Thing Goes Camping, five-year-old Wild Thing disappears into the back garden with some of the clean laundry.  When big sister Kate, Gran and Dad go looking for her, they are rather taken aback when a head pops out of the ground at their feet.

"No need to shout," she said. 
It was a bit of a shock seeing my sister come out of nowhere like that.  "What are you doing down there?" I demanded.  "And... where is the rest of you?"
"In my new den, of course," said Wild Thing.  And she disappeared again, under the sheet.
Dad gave a roar of annoyance.  Then he knelt down and grabbed a corner of the sheet - and pulled.
Wild Thing gave a howl.  "Stop!" she bellowed. "That's my roof!"


It turns out Wild Thing has made a potato trench in the back garden into a den for herself and her worms. She makes a sheet into the roof and purloins Gran’s new handbag as a “worm house”.

Of course, Dad forbids her from building more den.  But like children before and since, Wild Thing is not about to give up her pursuit of a place of her own!

Here are some of my own favourite books with secret dens. They cover the entire age range: a secret space, after all, may be just as important to a teenager as it is to a small child making a den behind the sofa.

I’ve had to search hard, though, to think of recent examples. Is this because there are fewer forgotten and hidden places in today's intensely developed world?  Or because modern children have less freedom to explore outdoors?  Or perhaps because today’s children take refuge online – not in dens?

1) Sally’s Secret- by Shirley Hughes Classic picture book writer-illustator Shirley Hughes produced this wonderful story about a small girl making herself a house at the bottom of the garden. The joy is in the details – the doll’s tea set, the leaf plates, the tiny cakes. At the end she decides to share it, and invites the next door child to tea.

2) Tilly’s House – by Faith Jacques  A servant doll that runs away from a dolls’ house and creates her own home in a wooden crate in an abandoned green-house. Although about a doll, it taps into a child’s own desire to make a little place of their very own. The special pleasure of this story, again, lies in the very detailed illustrations, and in seeing how discarded and unwanted every day human objects (sponges, bottle tops, wrapping paper, an old glasses case) can be transformed into the furnishings for a doll. 

3) The Hollow Tree House - by Enid Blyton Enid Blyton may not have been a great stylist. But her enormous popularity was not for nothing, and one of her strengths was her ability to hook-in to a child’s fantasies. It’s not surprising, then, that many of her books feature secret hide-outs. The Hollow Tree House is about two children who, with the help of a friend, run away from their abusive relatives and make their home in a huge, hollow tree in the woods.

4) The Magician’s Nephew - by C.S.Lewis  Sometimes a secret place may be the way into another world.  Polly has made a "smuggler's cave" in the attic of her terraced house. It is, of course, when she shows the attic to her friend Diggory that they travel too far along the rafters, stumble into Uncle Andrew’s study, and end up as part of an experiment which sends them out of this world, and eventually into Narnia…

5)  The Dare Game - by Jacqueline Wilson Jacqueline Wilson is a contemporary author who seems to have a direct line to a child's fantasies.  In this book, her most famous character, Tracy Beaker, bunks off from school and discovers an empty house.  It becomes a place where she can escape from her troubles, but also form new friendships.


6) The Secret Hen House Theatre - by Helen Peters  This is a recent book, whose old-fashioned setting on a Sussex farm has not stopped it making a big splash.  Helen lives with her three siblings and widowed dad, whose long working day leaves little time for his children.  Then one day she stumbles upon a dillapidated old hen house.  For Helen, it represents not just the chance of creating her own space, but a way of fulfilling her dreams of being an actress...



7) Jenning’s Little Hut- by Anthony Buckeridge  Jennings and his boarding-school friends build their own shelters down by the pond.  These vary from Bromwich Major’s subterranean “elephant trap” with resident goldfish to Jennings and Darbishire’s own Ye Old Worlde Hutte with its periscope, duckboards, and front door mat made of bottle tops!

8) Peter’s Room- by Antonia Forest  In this neglected classic, Peter Marlow turns the loft above the coal shed into a hide-out, complete with stuffed hawk and antique pistols. This adult-free space then becomes the venue for a teenage fantasy game that gets dangerously out-of-hand.

9) The Hunger Games - by Suzanne Collins   Katniss and Gale have a secret shelter where they meet while poaching in the woods. Later, during the Games themselves, Katniss and Peetah take refuge in a cave by the river. For victims of an oppressive, authoritarian regime, the possibility of a space of their own is every bit as important as it is to younger children trying to dodge their parents.

Any suggestions for number 10? ------------------------------------------------------------------------------------------------------------
Emma's series for 8+ Wild Thing about the naughtiest little sister ever (and her bottom-biting ways) is published by Scholastic. 
"Hilarious and heart-warming" The Scotsman

 Wolfie is published by Strident.  It is a story of wolves, magic and snowy woods...
"A real cracker of a book" Armadillo 
"Funny, clever and satisfying...thoroughly recommended" Books for Keeps

Emma's Website
Emma’s Facebook Fanpage
Emma on Twitter - @EmmaBarnesWrite

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A while ago I compiled a list of my favourite Christmas-themed books.  This year I've been inspired by the newspapers which are full of “Favourite Books of the Year” . Here are some children’s books, published in 2015, that I have really enjoyed, some of them by ABBA bloggers. If, like me, you like to buy your Christmas gifts last minute, maybe one of these will fit the bill.

They are all more-or-less for middle grade or a little older and I've listed them roughly in age of readership.

The Pearl Quest by Gill Vickery

The final book in Vickery’s delightful Dragonchild series is just as compelling as the first. These books concern, who has been raised by dragons, but is now on a quest to recover the jewels that protect the kingdom. It’s perfect for children drawn to epic fantasy, but pitched at a rather easier reading level than most fantasy, making it a great stepping stone to longer books like the Hobbit, the C.S. Lewis’s Chronicles of Narnia or Le Guin’s Earthsea.

Stinkbomb & Ketchup-Face and the Badness of Badgers by John Dougherty


Earlier this year, John and I were both speaking at the launch of the Fantastic Books Awards in Lancashire, and I had the pleasure of listening to John read an extract from this wonderfully silly, funny book (I also heard him sing a song about having to cross your legs in class while waiting for the bell to go - that's another story). This book has made a big splash and is perfect for fans of the Mr Gum books.

Deep Amber – by CJ Busby

CJ Busby, like me, is a fan of the late, great fantasy author Diana Wynne Jones, and this funny, clever book is in the same tradition, blending two storylines, one concerning siblings Simon and Cat from our world, the other a fairytale world where Dora and Jem set out on a quest together. It culminates in a wonderfully funny and exciting episode in an old folks’ home.




Jane, the Fox and Me by Fanny Britt and Isabelle Arsenault


Graphic novels are one part of the book world which is booming – it’s all rather new to me, though, so I decided it was time to explore a little.  I really enjoyed this story in which Helene is being bullied by former friends at school in the most insiduous way - by making her feel bad about herself, as well as isolating her - and takes comfort from literature in the surprising form of Jane Eyre, meets a fox, and finally finds a new friend.



Jet Black Heart by Teresa Flavin

I’ll ‘fess up and say at once that Teresa is a friend of mine, and a fellow Yorkshire author too. I especially like that this story’s inspired by the coast around Whitby – a Yorkshire seaside town I also love – and its trade in jet jewellery. It’s part of the Barrington Stoke range of books, which are carefully designed for children and teenagers whose “reading” age may be lower than their actual age, but with no compromise on content or a first class story.

 
Daughters of Time - editor Mary Hoffman


This book is a collection of stories from writers over on The History Girls blog – and it’s a wonderful variety of different styles and voices, each story about a significant woman from British history from Aethelfled to Mary Wollstonecraft, Amy Johnson to Mary Anning. Perfect for teenagers and adults too – and in the tradition of the best historical fiction by writers such as Rosemary Sutcliffe and Barbara Willard.  I loved these stories, and wished that many of them could have been full length novels.



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Emma's series for 8+ Wild Thing about the naughtiest little sister ever (and her bottom-biting ways) is published by Scholastic. 
"Hilarious and heart-warming" The Scotsman

 Wolfie is published by Strident.  It is a story of wolves, magic and snowy woods...
"A real cracker of a book" Armadillo 
"Funny, clever and satisfying...thoroughly recommended" Books for Keeps


Emma's Website
Emma’s Facebook Fanpage
Emma on Twitter - @EmmaBarnesWrite

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The most famous boy wizard of all, and Azkaban is my favourite of his adventures, because that time changing plot is just so fiendishly clever.


Emma's new series for 8+ Wild Thing about the naughtiest little sister ever (and her bottom-biting ways) is out now from Scholastic. 
"Hilarious and heart-warming" The Scotsman

 Wolfie is published by Strident.   Sometimes a Girl’s Best Friend is…a Wolf. 
"A real cracker of a book" Armadillo 
"Funny, clever and satisfying...thoroughly recommended" Books for Keeps


Emma's Website
Emma’s Facebook Fanpage
Emma on Twitter - @EmmaBarnesWrite

Add a Comment

After speaking to 350 children at Edinburgh International Book Festival

Leeds Big Book End - Children's Programme

Fellow author Kate Pankhurst in the yurt: Photo credit - Coronita Coronado

Not so.  My own first event was for an audience of around 350 children who had traveled to the Festival with their schools – seven different primaries from across Scotland.  And in the afternoon, I did another school event in a local library – part of the Festival’s Outreach Programme, that takes writers and illustrators to meet children who most likely wouldn’t have the chance to come to the Festival.  And this year Edinburgh also ran a Writer in Residence scheme – enabling a writer to go in and work with children in a school over an extended period, creating their own picture books.

Questions prepared by the children at my EIBF outreach event

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Emma's new series for 8+ Wild Thing about the naughtiest little sister ever (and her bottom-biting ways) is out now from Scholastic. 
"Hilarious and heart-warming" The Scotsman

 Wolfie is published by Strident.   Sometimes a Girl’s Best Friend is…a Wolf. 
"A real cracker of a book" Armadillo 
"Funny, clever and satisfying...thoroughly recommended" Books for Keeps


Emma's Website
Emma’s Facebook Fanpage
Emma on Twitter - @EmmaBarnesWrite

Add a Comment

I’m always surprised when people compare my books to those by other authors. Not because I think I’m so dazzlingly original (in fact, when I go into schools, my answer to that question “But how do you get ideas?” is usually “I get ideas because over the years I’ve read a lot of books!”) but because the comparisons aren’t usually the authors or books I would have thought of. So when somebody mentioned to me that Wild Thing reminded them of Dorothy Hughes’s classic My Naughty Little Sister stories, first I was surprised, then I thought it was time to dig out a copy and see for myself. 

My Naughty Little Sister was first written for BBC Radio’s Children Hour. Perhaps this is why they are such wonderful read-alouds. I’ve heard some adults claim that the strong narrative voice is rather too cosy ("And what do you think My Naughty Little Sister did next...") and therefore annoying. Personally, I think this is what makes the stories so perfect for young children, guiding them through the stories (I’d recommend My Naughty Little Sister as a first read-aloud when moving onto chapter books). But then I do like a strong narrative voice (the Narnia books are another example where some find the narrator intrusive, but I find it confiding, and entertaining). 

There is a lovely nostalgia about My Naughty Little Sister, too. I think this is because not only do the stories now seem very quaint and long-ago, but even when Dorothy Edwards was writing them she was remembering a past time (her own childhood, and her own naughty little sister). So such details as washing day are lovingly portrayed, in a way they maybe wouldn’t be if they were contemporary to the reader, and therefore taken for granted. (In this way they remind me a little of Laura Ingall’s Wilder’s Little House books, in capturing the domestic details of a distant time.) 

I’m also envious, not only of the apparent safety of that long ago time, but also the freedom it gives a writer to give her child character adventures. My Naughty Little Sister is only four, but she can go on a train ride all by herself (with only the guard to keep an occasional eye on her). She can also travel from home under her own steam, and at one point is sent spontaneously to spend a day with her older sister at school. How much harder to construct real-life adventures now that young children always have to be supervised! 

Most all, though, the charm of the stories is in the character of My Naughty Little Sister herself. The stories may feel old fashioned, but they are never preachy or moralistic. My Naughty Little Sister thinks for herself. If the family has to look after a baby for the day, she really doesn’t see why she should pretend to like babies, just because it’s the done thing. And she makes friends with all kinds of unlikely people, grown up or child, because she responds to them honestly and directly. 

Her character, I think, is brilliantly portrayed in the illustrations by Shirley Hughes. 

So, even if I still don’t get the comparison with my own books, I certainly feel the compliment! And if you’re looking to escape into a young child’s world, in a gentler, cosier time, I’d recommend My Naughty Little Sister.
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Emma's new series for 8+ Wild Thing about the naughtiest little sister ever (and her bottom-biting ways) is out now from Scholastic. 
"Hilarious and heart-warming" The Scotsman

 Wolfie is published by Strident.   Sometimes a Girl’s Best Friend is…a Wolf. 
"A real cracker of a book" Armadillo 
"Funny, clever and satisfying...thoroughly recommended" Books for Keeps


Emma's Website
Emma’s Facebook Fanpage
Emma on Twitter - @EmmaBarnesWrite

Add a Comment

There was one of those flurries in the Children’s Book world recently – this time, over the award of the Carnegie, the UK’s most prestigious children’s book award, to the hard-hitting The Bunker Diary by Kevin Brooks. I’m not planning to write much about the controversy (I’ve included some links below) which I’d sum up by saying that some people feel that the Carnegie is forgetting its roots as a children’s book prize by so frequently rewarding the bleaker, and older, end of Young Adult fiction. But the debates that followed did make me think about what exactly we mean when we talk about realism in children’s books.

Because the number one point made by Brooks’ supporters, as it usually is when people complain about bleak children’s books, was the “real life is tough” argument.

“[Children] want to be immersed in all aspects of life, not just the easy stuff. They’re not babies, they don’t need to be told not to worry, that everything will be all right in the end, because they’re perfectly aware that in real life things aren’t always all right in the end.” Kevin Brooks

“the real world is so complex that unambiguously happy endings hardly exist” – author Robert Muchamore

“Children and teenagers live in the real world; a world where militia can kidnap an entire school full of girls, and where bullying has reached endemic proportions on social media” Carnegie Chair of Judges, Helen Thompson

We certainly do live in a grim world. Reading the newspaper can be more heart-breaking than any children’s book. But I’d question whether this explains the preponderance of bleak fiction (and am I being cynical to feel, that if teenagers were truly deeply interested in the worlds’ troubles, there might be more translated foreign fiction available for UK children, instead of, as is actually the case, virtually none?)

For most British children, for all the challenges they face, being imprisoned by a psychopath probably isn’t one of them. (Amazingly the 2014 short list featured two books on the “imprisoned by psychopath” theme – the other by Anne Fine.) Terrorist attack, extreme violence, heroin addiction...these are also very small (though terrifying) risks to most under eighteens, living in a Western world where (though it’s sometimes hard to remember) violence is actually in long-term decline.

Or take childhood cancer. John Green’s The Fault In My Stars is just one the latest of many books where children or teenagers die of terminal cancer. By contrast, I CAN’T THINK OF A SINGLE BOOK WHERE THE CHILD HAS CANCER AND GETS BETTER. And yet, the reality is that about 75% of children do get better. Wouldn't it be great – not least for those children with the disease – if some of the award-winning fiction out there also reflected that reality?

In short, you don’t need to think that children’s books should be all fluffy bunny rabbits and happy ever after to wonder if some so-called “realistic” children’s fiction is...well, actually not that realistic.

Myself, I’ve always thought of “realism” not in association with YA grit but with certain twentieth century American authors: from Laura Ingalls Wilder’s Little House books, through Louise Fitzhugh’s Harriet the Spy, to Judy Blume’s Tales of a Fourth Grade Nothing or Katherine Patterson’s Gilly Hopkins the Great.



Perhaps the supreme example would be Beverley Cleary’s Ramona books. Following the adventures of Ramona Quimby and her family and friends over a number of years, and set in Portland Oregon, these books are breathtaking in their ability to distil the ordinary and humdrum into entertaining fiction.
Beverley Cleary never relies on dramatic events. (She even avoids dramatic titles, with such understated gems as “Ramona and her Mother” and “Ramona Quimby , age 8”.) There are problems for sure – Ramona’s dad loses his job, for example – but as we see things always through Ramona’s eyes, this is on a par with such problems as her class teacher not liking her very much. There is humour (the teacher told me to sit there “for the present” – but I didn’t get any present, Ramona complains). But it’s a gentle, observational humour. There is death (Picky Picky the cat) but no truck with sentimentality (Ramona and Beezus set to work to bury Picky Picky before their parents find out). There are fears to be overcome – confronting a mean dog – and temptations – how can Ramona resist pulling the blonde curls of Susan who sits in front of her in class, however many times she is told off by her teacher? But it is all grounded in a child’s everyday experience.

Beverley Cleary recalled in her memoir,“I longed for funny stories about the sort of children who lived in my neighbourhood.” And she could see that the children she met while working as a librarian felt the same.

Then, as now, this kind of “realism” was often ignored by critics and award-givers. Cleary has been showered with honours and prizes – but that was after her books had proved themselves enduringly popular with young readers. And they still are. I know British children today who ADORE them – because that small town, domestic American life, however distant it is in time and place, still feels absolutely real.

It’s easy to overlook the skill and imagination involved in creating something small scale. As the great mistress of domestic realism, Jane Austen, long ago said of her work, it is “ the little bit (two Inches wide) of Ivory on which I work with so fine a Brush, as produces little effect after much labour". It look easy – but
it isn’t.

Take out the big emotional tear-jerking scenes, the drama of life and death, good vs evil, and what do you have left? The common-place. The everyday. The mundane. And creating something entertaining and captivating out of the mundane is challenging – maybe more challenging than “the big stuff”.

Yet it’s always been an important aim of fiction. Cleary said that she always remembered her college lecturer's advice that a novel should seek to explore universal themes through the minutiae of everyday life. I also like this quote from another writer, Susan Patron, about Cleary. “She showed me that the inner life of any child, the dynamics of family and pets, can be captured as rich, comic, fascinating, poignant, and meaningful."



I’m not sure this type of “realism” has ever been as celebrated in British children’s books, although it is an important part of the appeal of writers such as Jacqueline Wilson and Anne Fine (although their prize-winning books are more “issues” led) or Hilary McKay. With the humour ratcheted up, it’s also the bedrock of Sue Townsend’s Adrian Mole or Louise Rennison’s Georgia Nicolson (I confess the near-death of Georgia’s cat Angus moved me more than any gritty YA novel) and much other comic fiction. It’s even been recognised by the Carnegie in the past, in such books as the groundbreaking The Family From One End Street (one of the first children’s books to feature the everyday life of a working-class family) and The Turbulent Term of Tyke Tyler.

There are lots of joys to be had from fiction, and realism is only one of them. I love fantasy and adventure as much as I love the fiction of the everyday.  But I’ve also found that it is often the  grounded, “real life” books that are the ones that, as child and adult, I have returned to again and again. There is a particular and lasting joy in reading something “real” and recognising the settings and characters.

Let's celebrate it!

CJ Busby's ABBA post on Carnegie criteria
Bunker Diaries storm in Guardian
Bunker Diaries storm in Telegraph
Bunker Diaries storm: Amanda Craig vs Robert Muchamore


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Emma's new series for 8+ Wild Thing about the naughtiest little sister ever (and her bottom-biting ways) is out now from Scholastic. 
"Hilarious and heart-warming" The Scotsman

 Wolfie is published by Strident.   Sometimes a Girl’s Best Friend is…a Wolf. 
"A real cracker of a book" Armadillo 
"Funny, clever and satisfying...thoroughly recommended" Books for Keeps


Emma's Website
Emma’s Facebook Fanpage
Emma on Twitter - @EmmaBarnesWrite

Add a Comment

Something rather nice happened a few weeks ago. I hacking away at the coal face, trying to complete the edits for the third book in my Wild Thing series, when the publisher of my previous book, Wolfie, called to tell me that it had just won a prize – a Fantastic Book Award.

Writing is a funny kind of profession. It’s lonely, insecure, there’s no pension, and you never know if the next book will be taken on – but, being so unpredictable, it does produce its golden moments.

It was a real treat, winning the award. I got a certificate, a fountain pen, letters from the child judges. Best of all, I was invited to the presentation ceremony to meet some of the participating children. I heard what they thought about Wolfie, read their reviews, was stunned by their wonderful Wolfie board games and illustrations, signed their books and led a workshop brainstorming magic animal stories. (I’m tempted to steal some of their brilliant ideas!)

Celebrating the award!

I also got to meet the lovely folks at Lancashire School Library Services (Lancs SLS) who  actually run the award.

So, at this point, you’re probably wondering what this all has to do with the title – Emma supports School Library Services because they gave her a nice day out?

No, no, and no. Encouraging authors, nice though it is, is only a side effect of what School Library Services (SLSs) do. First of all, the point of regional book awards, like the Fantastic Book Award (FBA), is not really about the prize. It’s about the process. And that means the children reading, discussing – enjoying – the books. It’s all about bringing books and children together.  And that is what every School Libraries Service aims to do.

My winning book!

To which some might say – why can’t schools do this without a School Library Service? Just consider the following facts:

 - most primary schools don’t have a librarian
 - most primary schools have limited space for a library, and limited stock
- most primary school teachers are not experts in children’s literature, and so primary schools rarely have someone who can choose stock and advise children on which book to read.

 I know these things because I regularly visit primary schools, and have encountered many “libraries” that consist of little more than a handful of Roald Dahls and Dick King Smiths. I do meet teachers and teaching assistant who are passionate about children’s books and reading – but it is through their own personal interest. Wide knowledge of children’s books does not seem to be considered a key part of the job or its training. (I don’t blame hard-pressed teachers – I do blame an education system which has given so little priority to encouraging children’s reading.)

It’s the children that suffer. Here are some of the things that I have witnessed first hand, the result of primary schools without librarians:
  
 - a Year 3 child struggling and failing to read an ancient copy of Thackeray’s The Rose and The Ring from the school library. Nobody was aware that this was not in fact a young child’s read.
-  a boy giving up on a non-fiction book in disgust because its classifications of dinosaurs was decades out of date. 
- a school library that was revamped by parent volunteers, but where there was no library time, and no chance for children to borrow books, because there was no staff member to oversee this. 
- a school which was over 60% non-white, but where none of the books on the shelves had characters of the same ethnicity/religion as these pupils. 

Here, by contrast, are some of the things I’ve seen with a designated school librarian:

 - children’s reading being guided in a good way – e.g. if you like this, then perhaps you’ll like that: if you like The Rainbow Fairies, maybe you’ll like these books by Emily Rodda (also about fairies but more challenging).
- children able to say “I’m interested in Monet/dinosaurs/space/Greek Myths” and immediately being given something age appropriate that reflects their interest.
- regular library times, for quiet reading, but also finding out what library does and how to use it. 
- a wide range of stock which does not rely completely on just a few well established authors, and which reflects all ages, abilities and interests.

 It’s hard for individual schools to tackle these issues alone. The Society of Authors has been campaigning for every school to have a librarian, a campaign I HUGELY support, but the truth is it’s not going to happen any time soon.

Meanwhile School Library Services (SLSs) provide back up. They are the infrastructure on which individual schools can rely.

What does that mean in practice? Well, the first thing I saw when I visited my local SLS in Leeds was a huge warehouse full of books. There were shelves and shelves in all kinds of categories – and all of these books are available to, and regularly sent out by the box load, to the schools that subscribe to the service.

(A bad back must be an occupational hazard in a SLS!)

A school could phone up and say, “we’re doing a project on transport for Year 4” or “we’re struggling to find books for reluctant readers” or “we need books with Muslim characters” and the SLS would help. SLS staff know the stock. They can advise schools on how to access it, how to create a better school library, and how to create a reading culture in schools. They also organize author visits – so that children can meet authors face to face, and teachers can hear about new books too.

They also organize regional book prizes – like the Fantastic Book Award (FBA). For the schools and children involved, the FBA meant a chance to:

- meet in a weekly group to read and chat about the shortlisted books (chosen to reflect a range of abilities and interests)
- read purely for pleasure and to do other fun things, like post reviews online
- spread the word about the books in school
- let teachers know which new books are out there, and which their pupils enjoy
-  engage in activities like drawing the characters in the books, designing board games and eating chocolate muffins at lunch time! All these things help make reading “cool”.
- correspond with authors and meet them in person.

After the event, I was sent feedback from the children. Here’s a couple of quotes:

This morning was brilliant. Especially when we made the story with Emma Barnes, it was fantastic!

I think today was probably the best day in my life because I saw a real life author!






Unfortunately, School Library Services are closing.  Schools have to subscribe to their services – if they don’t subscribe, the service closes. Many parents don’t know what an SLS is or does, so won't protest – which must make them a soft target for cuts. In my own area, Bradford SLS closed in 2012, and  North Yorkshire SLS is to close next year. Who will step into the gap? Public libraries? They may try (I recently did a wonderful schools’ event organized by Oldham Libraries) but public libraries are also subject to deep cuts.

At a time when the value of reading for pleasure is being recognized and acknowledged – the research evidence for its benefits keeps mounting – it's bitterly ironic that the services needed to support it are being reduced.  I just hope that the politicians and public see what's happening before it's too late.

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Emma's new series for 8+ Wild Thing about the naughtiest little sister ever (and her bottom-biting ways) is out now from Scholastic. The second in the series, Wild Thing Gets A Dog is out in July.
"Hilarious and heart-warming" The Scotsman

 Wolfie is published by Strident.   Sometimes a Girl’s Best Friend is…a Wolf. 
"A real cracker of a book" Armadillo 
"Funny, clever and satisfying...thoroughly recommended" Books for Keeps


Emma's Website
Emma’s Facebook Fanpage
Emma on Twitter - @EmmaBarnesWrite

Add a Comment

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Emma's new book, Wild Thing,  about the naughtiest little sister ever (and her bottom-biting ways), is out now from Scholastic. It is the first of a series for readers 8+.
"Hilarious and heart-warming" The Scotsman
"Charming modern version of My Naughty Little Sister" Armadillo Mag

 Wolfie is published by Strident.   Sometimes a Girl’s Best Friend is…a Wolf. 
Winner of 2014 Fantastic Book Award
"A real cracker of a book" Armadillo 
"Funny, clever and satisfying...thoroughly recommended" Books for Keeps
"This delightful story is an ideal mix of love and loyalty, stirred together with a little magic and fantasy" Carousel 

Emma's Website
Emma’s Facebook Fanpage
Emma on Twitter - @EmmaBarnesWrite

Add a Comment

A favourite bottom book!

And another!

I’ve jumped onto the bottom bandwagon!

I didn’t meant to. I didn’t consciously set out to write a book featuring bottoms. It was only when Penny Dolan wrote that Wild Thing was “much more than a book that gets 8 year-old children laughing because they enjoy reading about rude words” that I realized what I’d done. I, too, had written a book featuring children's fascination with their nether regions.

 It’s not exactly an untapped theme in children’s literature. (In modern times, anyway – you won’t find Jo March, Anne of Green Gables or even Just William having much to say about posteriors.) But whether it’s Nicholas Allen’s delightful Cinderella’s Bum or the famously scatological The Little Mole Who Thought It Was None Of His Business, there’s a whole branch of kids’ books about rear ends and what comes out of them. In fact when I (rather bravely) did some googling, I was stunned to find out just how many titles there were.

I suppose the whole bottom thing can be seen as a cynical ploy. If you want to get children laughing, then “rude words” as Penny implies, are a good way to do it. This wasn’t really on my mind, though. The truth is, having spent the last several years in close contact with young children, I’ve been forcibly reminded how fascinating all things bum and poo –related are to them. I’ve walked behind four year olds whose only obsession is with spotting possible dog poo – and not to avoid standing in it, but out of pure fascination with the subject. “No, that’s only a dead leaf,” I’ve said wearily, more times than I can  remember.

So it’s not surprising the theme cropped up in Wild Thing, which is at heart a realistic, family story. The subject first arises when an inadvertent slip of the tongue by Gran allows five year old Wild Thing to get going on a favourite subject.


“Gran said bottom!” 
“No, she didn’t.” 
“Yes, she did.” Wild Thing grinned. “A butt is a bottom.You’ve got a big butt!” She pointed at me. “And Gran’s got a wrinkly one!” 
Then she danced off across the garden, shouting, “BUTT! BEHIND! BOTTOM! BUM!” at the top of her voice. She almost crashed into a tree. 

Wild Thing waggles her bum (Jamie Littler illustrator)

The incident leads to a wild chase and the invention of the Bite the Bottom game – yet another source of daily embarrassment for poor older sister Kate! When I’ve read the passage aloud in schools, the effect has been electrifying. On the occasion where I had a staff member “signing” the bottom-biting scene (and giving a fine theatrical performance of the bottom-chomping incident) I thought everyone was going to be reduced to a dangerous level of hysteria.

It’s true, folks. Rude bits really do make them laugh.

In school...the arrow fittingly pointing at a certain place!

Grown-ups can be a bit sniffy, I suppose, and feel that the whole bottom thing is crude, overdone, and playing to the crowd. But then children feel much the same about adult interests. Remember The Princess Bride and the little boy recoiling from the sloppy bits – “Yuk kissing!” Anyone who has watched TV with a child will recognize that response. (It’s also beautifully captured in Judith Viorst’s classic picture book, Alexander’s Terrible Horrible No Good Very Bad Day – where the kissing on TV is almost as bad as the lima beans for dinner.)

So let’s allow children their interests, just as adults are allowed theirs. After all, for the average five year old, toilet training and bed wetting are still very immediate issues, and getting oneself to the toilet on time can be a source of pride (or sometimes an embarrassing failure). Adults take all this for granted – although actually, of course, many adults, especially in later life, don’t. Sadly, it often becomes a source of shame and embarrassment again, with many incontinent adults suffering in silence. So if children can openly laugh and celebrate all things rear-end, then let’s embrace that! Humour, as a recent ABBA poster pointed out, is also a way of dealing with things that trouble us.

So Bottoms Up, folks! And why not nominate your own favourite rude title?
---------------------------------------------------------------------------------

Emma's new book, Wild Thing,  about the naughtiest little sister ever (and her bottom-biting ways), is out now from Scholastic. It is the first of a series for readers 8+.
"Hilarious and heart-warming" The Scotsman
"Charming modern version of My Naughty Little Sister" Armadillo Mag

 Wolfie is published by Strident.   Sometimes a Girl’s Best Friend is…a Wolf. 
"A real cracker of a book" Armadillo 
"Funny, clever and satisfying...thoroughly recommended" Books for Keeps
"This delightful story is an ideal mix of love and loyalty, stirred together with a little magic and fantasy" Carousel 

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In October 2012, my agent forwarded me this wonderful, shiny, hand-made, sticker-covered guitar. It was part of the offer she had just received from Scholastic to publish my book, Wild Thing.

I was thrilled. I had first dreamt up Wild Thing in the Spring of 2010, and I had poured a lot of energy, enthusiasm and sheer hard work into that book. I was delighted it had found a home.

I was also immensely touched that the editorial department had come up with such a lovely way of offering for the book. I reckoned they must really like it (either that or it had been a really slow day in the editorial department).

In fact they did like it, because not only had they offered for Wild Thing, but for two sequels too. I had been commissioned to write a series! At that moment, one of my writing ambitions came true. I’ve wanted to write a series for a while. I think that’s what children like reading (I certainly did) and besides, having invented Wild Thing, older sister Kate and their crazy world, I didn’t want to leave them behind.

The first book: out now

It was intimidating though. Suddenly I didn’t just have one deadline, I had a raft of them. The next eighteen months were all mapped out with writing, delivering and editing Books One, Two and Three.

As I near the end of that process (Wild Thing was published last month, the third Wild Thing book is now in its final stages) I can say it’s been breathless, but great fun. If I was nervous about sustaining the characters through three adventures, I needn’t have been. The second book almost wrote itself.

Perhaps this was not surprising – by now I understood the characters so well.
(I also had the helpful guidance of my editors.  They pointed up the importance of reintroducing the characters at the start of each book for readers new to the series.)

So what is it that allows a book to become a series? Wild Thing is pitched for 8+, and is the story of two sisters and their somewhat chaotic lives and adventures. I suppose in publishing terms it fits in with many of the other character-led series for this age group.  That also means it's got some very impressive competition!



What most of these series have in common is a real-life setting and fairly everyday adventures: which means that the characters have to be strong enough and distinctive enough to sustain the series.

In my case, the main characters are two sisters. Kate, the elder is fairly sensible. She is driven to distraction by the exploits of her little sister Josephine (aka Wild Thing) who is only five and not sensible at all.

"Why can't we send Wild Thing to prison, though?" I said to Dad.

Dad laughed.  "I thought you wanted to sell her."

I found I understood those sisters pretty well. Perhaps that’s not surprising. I’m an elder sister myself.

Kate and Wild Thing

Sibling relationships are one of the universal themes of childhood, but other aspects of Wild Thing are more unusual. An older child writing about a much younger child is unusual but also risky – because the common wisdom is that children prefer reading about characters older than themselves.

Maybe so. But one of the things I’ve enjoyed about the series is that a younger child (Wild Thing is five) can get away with more than an older child can. It’s great fun writing about someone who can say and do what she likes. I hope that the readers will share that same vicarious pleasure.

Also, not many children are being brought up by a single parent rock guitarist dad. But again, that works for the series. A musician can be around in his children’s lives, but also absent (and absent-minded) and all kinds of chaos can ensue.

The real test though is what happens when the books reach the readers’ hands. Does it speak to them? That’s something that will take a while to discover.

What do you think makes for a successful series?
---------------------------------------------------------------------------------

Emma's new book, Wild Thing,  about the naughtiest little sister ever, is out now from Scholastic. It is the first of a series for readers 8+.

 Wolfie is published by Strident.   Sometimes a Girl’s Best Friend is…a Wolf. 
"A real cracker of a book" Armadillo 
"Funny, clever and satisfying...thoroughly recommended" Books for Keeps - Book of the Week 
"This delightful story is an ideal mix of love and loyalty, stirred together with a little magic and fantasy" Carousel 

Emma's Website
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Emma on Twitter - @EmmaBarnesWrite

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When I visit a school, part of it is “the talk” – often to an assembly group. In this session I’m trying to do a few things: share my excitement about books and reading, get across that reading is not a “worthy” activity but something that can take you into new worlds and generate real, edge-of –the-seat excitement; and convey that my job is fundamentally about STORY – creating narratives that people want to read, and where all the time they are demanding “what happens next?”

 It’s important for primary children to realise that this is an entirely different skill to handwriting, spelling or punctuation (which they may be bad at, and heartily dislike.) It’s not necessarily got much to do with adverbs, “openers”, “connectives” or “wow words” either. These are just parts of the tool-kit, that can be brought out when required. The aim is to create the world – the characters within it – and their story. As well as talking to the children, I do workshops. I spend a lot of time preparing these, and asking myself the question – what extra thing can I, as a writer, bring to the children? What can I provide, that a teacher, however well-trained and inspired, might not?

....What if your mother was a witch?

Increasingly, I focus on story. A lot of the writing that children do is not based around creating stories – yet for me, that is the key part of being a writer. And it’s hard, incredibly hard, to come up with a gripping story – one that holds attention, suspends disbelief and both surprises and satisfies.

Imagine Jessica's problem....

So most of my workshops are about finding different ways into a story. Whether it’s about inventing a surprising character (a mermaid who can’t swim, a dragon that can’t breathe fire), looking at a place you know and searching out the things that happen there, or thinking about a “What If...” situation...What if your mother was a witch? (Jessica Haggerthwaite: Witch Dispatcher). What if your new dog turned out to be a wolf? (Wolfie).

Some of the most fun I’ve had in schools recently has been creating stories in groups. I start the ball rolling...”What is your character’s name?” “How old are they?” And in a surprisingly short time we will develop a story...sometimes an amazing story, in which I will be astonished by the creativity and imagination all around me. “I think I’ll steal this one for my next book” I tell them (actually quite tempted!)

Best of all are the comments from teachers, about the children who have taken their stories home, or gone on working at them at playtime or in class. Sometimes I’m sent copies of the finished versions!

Emma Barnes's web-site
Emma's latest book is Wolfie - available from Amazon
 Wolfie: "funny, clever and satisfying" - Book of the Week, Books for Keeps

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HOW TO HOLD A CHILDREN’S BOOK LAUNCH

You’re publishing a book so you are bound to have a book launch? Right? Wrong. Of the many children’s books published each year, few are “launched” – at least, not in the traditional manner with nibbles and champagne. There may be a flurry of activity on Facebook. Or it may just be that the author buys herself a celebratory cappuccino that morning, or even, sitting at her desk, suddenly thinks “wait a minute, wasn’t my new book out today?”

I’d never had a book launch. But for my 2011 book How Not To Make Bad Children Good, I did have a book signing at Waterstones in Leeds. As it turned out, lots of people came along, the store sold out of the book, and there was a real “buzz” in store. So when Wolfie came out, I decided to take the next step and have an official launch party.

Waterstones very kindly offered me a Friday evening after the store was closed, glasses for drinks, and staff to hand them out. Other than that (my publisher could only support me from a distance) I knew the organisation was mainly down to me.

Was it a wise decision? A few hours before, with my voice a mere croak from a bad cold, no idea of how many people were turning up, no posters in store, no idea where to park (without taking out a second mortgage), and my nearest and dearest stuck on trains across the country, it felt like a very bad idea indeed.

But then... my sister designed a poster and the local print shop printed it in minutes. My baking pal produced lovely eats – and she knew where to park, too. Suddenly there were crowds of little wolves running about the aisles, their parents were happily quaffing, my voice held out...just about...as I did my reading. People were queuing to buy the books and get them signed. I met some fans of my previous books. It was actually fun!

So should you have a book launch for your book? Maybe. Here are some things to consider.

PROS

1) It’s a great way to tell people about your book. You can invite not only friends and family, but also schools where you have visited, librarians, reading groups, book festival organisers, bookshop owners, journalists and so forth. Whether or not they come, you are still reminding them about you and your book. And when children turn up because they have loved your previous books, that is very special.

2) Media Coverage. A launch event is more interesting to journalists than simply “local author writes book”. I got coverage in the local newspaper, on various blogs, and local radio.

3) Social Media. Again, a launch is something to shout about on Facebook and Twitter, and is especially good for FB as you can post lots of photos. (So make sure there are photos!)

4) Book sales – I suppose this is the big question. Does it have an impact? All I can say is that Waterstones were delighted with sales on the day, and the Amazon rating was right up in the following weeks.


5) Above all, though, it’s FUN, and celebrates the fact that your book is finally, after so much hard work, in print!

CONS

1) It’s a LOT of work. Unless you are in the cushy position of having an event organiser, then you are going to be sending invites (and personal ones are best), writing press releases, organising food, liaising with the bookshop etc. It’s time that could be spent writing.

2) Don’t even think about it unless you know lots of people to invite. Remember, many you invite won’t be able to come. Few people will walk in off the street – unless you are a “name”. And if it’s a kids’ book, then you need to know people in the right age group. If you don’t, it may be better to do a school or other group-based event instead.

TOP TIPS

1) For a children’s event, you need children, and they like to have things to do. My book is about a wolf, so I had wolf-themed Word Searches, Colouring Sheets, Quizzes and Dressing-Up and a competition to Guess How Many Hamburgers A Wolf Can Eat in One Setting (its ninety, amazingly). For a kids’ event (probably any event) keep readings – and any speeches – SHORT.
2) Photos. Press tend to have quite strict requirements for photos. They like faces, looking straight at camera, and closely cropped. Tell your photographer in advance. If using your own camera, make sure the BATTERY IS CHARGED. Ask children’s parents if they are happy for their children’s images to be used.

3) Exploit your friends! You may not be able to make wonderful refreshments, design great posters, take publishable photos etc, but you probably know people who can. So ask them. And then thank them and pay them, if it is appropriate, or give them a lovely present.

4) Cake. You can now order cakes with your book’s cover from supermarkets or online companies. Easy, inexpensive and delicious!

5) Invite a Group. Library-based book groups, brownies cubs, scouts may all be interested. Schools, though, can be less receptive than you’d think – most teachers are busy, and not looking for extra outings, and head teachers may be reluctant to publicise events that only certain pupils can attend. On the other hand, I invited the Friends group from my local park, where some of my story is set, and although the age-group seemed wrong several came along to buy signed copies for their grandchildren.

6) Think About Stock. If your launch is at a bookshop, bear in mind that they will not want to be left with lots of unsold copies, and will order cautiously. On the other hand, you don’t want people who are keen to buy being unable to do so. So it’s a good idea for you or your publisher to bring along extra stock, which the bookshop can sell (and then replace later) if its own stock runs out.

7) For press coverage you need to get your timing right, and you need to write a snappy press release. Don’t assume that journalists will have time to interview you or write insightful pieces about your work – instead write good copy yourself and provide strong images. Send out press releases in the week before and tweet local media. I found one good tactic was to put the press release on my web-site and tweet the link. Send out photos as soon after the event as possible. And finally:

8) RELAX. You can’t completely control your book launch. So long as you are not collapsing drunkenly in the aisles (this is not the publicity you are looking for) you might as well enjoy it!

Check out Emma Barnes's web-site
Wolfie is available from Amazon and other booksellers

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I have no teaching qualifications. I'm not an educational expert. But simply through being a children’s writer (and in addition, a parent) I’ve been drawn into taking an interest in the latest raft of proposals about our children’s education.

It started with a phone call from my local radio station, BBC Radio Leeds. What did I think about children learning poetry by heart, they asked. Huh? Was my highly articulate reply. The truth was I didn’t have a worked out opinion, but learning poetry by heart is one of the proposals in the new Gove paper on primary education, and so (the radio station reckoned, not unreasonably) as a children’s writer, and one who regularly goes into schools, I really ought to have a view.

So, I read the proposals. I went on air. And I’ve been stunned by the conviction – almost vitriol – that seems to characterise the debate. Learning poetry was an essential art, inducting children into the rhythm of the language, giving them discipline and the lasting gift of verse that their grandparents enjoyed, one side thundered. Drilling kids in poetry was a regressive step, designed to humiliate them, and destroy their love of learning, thundered the other. The trouble is, as with most educational debates, it never seems to me as cut and dried as the opposing camps suggest. It could be a good idea. But a lot depends on the way it’s done.

Around the same time, the Children’s Laureate, Michael Rosen, was circulating a petition for children’s writers to sign, condemning the provisions on phonics in the same government document. (Read the petition here.) Once more, I felt uncomfortable. Rosen is one of the most articulate critics of Gove’s approach to education in general.

 But...my own impression is that phonics can be helpful. I doubt that - as Rosen sometimes seems to imply – exposure to storytelling and being surrounded by books is enough to get kids reading. Not at first. I’ve watched my own child learn to read. I’ve talked to other parents. And I’ve talked to dyslexia tutors, who often advocate a structured approach.

Above all, as a writer, I’ve visited plenty of primary schools, and met the children who are struggling to read at a level appropriate to their age. That’s desperately sad.

It’s left me feeling that, as a children’s writer, I’m not confident to weigh in on reading methodologies. The important thing is not ideology, but what works. I’d like others to make that decision, based on the very best evidence out there. (Not an easy task I know.)

Where I DO have a strong conviction, and where I strongly agree with Michael Rosen’s petition, is on the importance of reading for pleasure. Once children have mastered the basics of reading – by whatever methodology – they need to enjoy it. Otherwise they won’t read. And they must, if they are to become truly literate, educated people, capable of understanding the world around them – the world that lies beyond their own narrow experience.

As many people, including Michael Rosen and the Society of Authors, have pointed out, it is scandalous that the government, which is so ready to impose targets and objectives generally, is prepared to give no more than lip-service to the idea of “reading for pleasure”. The government acknowledges the vast body of research supporting its importance. Every school should be encouraging it, they say. Yet none of the concrete measures needed to encourage it are in place.

What is needed? It’s simple really.

1. Every school should have a library. Schools make space for computers – but books are far cheaper, and what children need if they are going to read is books.
2. Every school should have a librarian.Somebody on the staff of every school should have the job of understanding which children’s books are out there, choosing the stock, and guiding the children to the books that might interest them. That also means they need the budget and the training. It shouldn’t depend on luck – that there is somebody on the teaching team that has that special interest – as it does at the moment. 

It would make such a huge difference. It really would. So, I say forget about the ideology. The arguments about whether six year olds should be reciting Longfellow, or following whichever brand of phonics.

GET THE BOOKS TO THE CHILDREN 

It’s not rocket science. It’s something surely on which we can all agree.

Emma's web-site
Emma's latest book is Wolfie.

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To my mind, Edinburgh is the acme of Book Festivals. That doesn’t mean I don’t love visiting others too. But because it’s my original home town, Edinburgh will always be special.

 I’ve been going to Edinburgh for years – mostly to the children’s events. It was here, a few years back, that I got to see two of my childhood idols: Anthony Buckeridge, the creator of the hilarious Jennings, and Diana Wynne Jones, who wrote Howl’s Moving Castle.

I’ve been able to prowl around the fabulous book tents, scoff the fabulous ice-cream and even sneak into the authors’ yurt, when invited by my lovely publisher or author friends. So naturally it’s become a burning ambition to do an event at Edinburgh myself.



Last year it almost came true when my book How (Not) To Make Bad Children Good came out at the same time as the Festival, and I signed the first ever copy of the first edition in the Festival bookshop. And this year it finally happened. I was asked to do an event. I was to present my book, Wolfie – hot off the presses – to a tent full of Edinburgh school children.

Yay hay! In triumphant mood I went along to the yurt to collect my author’s pass and complimentary tickets. Complimentary tickets! I gloated over them for a little while. Then I had a quick nose into the yurt itself. It’s a lovely space, but at that moment bursting with scary looking literary types, all deep in conversation. I slunk out and decided to check out the book tent first.

Dismay! I couldn’t find my books. Then I realised they were there – and spread out over two stands.

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Last weekend I went to see Swallows and Amazons. It’s a musical version, currently touring theatres across the country, and probably the best children’s show I’ve ever seen.


As well as being funny, clever and moving, having a great story and songs which are still going round and round my head, it was also thought-provoking. John, Susan, Titty and Roger are – wait for it – twelve, eleven, nine and seven (and the seven-year-old can’t swim) when they are set loose on their yacht, unaccompanied, to sail and camp around a Cumbrian lake.

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17. Three Great Books with Disabled Charcters - Emma Barnes

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By: Emma Barnes, on 4/27/2011
Blog: An Awfully Big Blog Adventure (Login to Add to MyJacketFlap)
JacketFlap tags:  series fiction, Ruby Ferguson, disability, Rosemary Sutcliff, Emma Barnes, What Katy Did, Add a tag

I have been thinking recently about how disability is portrayed in children's books. This is partly because of a fascinating project I was involved in at the Foundling Museum, where I was invited to write from the perspective of a disabled child - read more here. I also went on a course about working with hearing or vision-impaired children which was truly "eye-opening" - never more so than when I was attempting various tasks with tunnel vision spectacles. All of which made me think about how disabled characters were portrayed in the books I read as a child. That involved a certain amount of head-scratching - after all as a reader you don't tend to categorise books as "including disability" (unless perhaps you are a drawing up one of those educational lists for schools). Instead you think of "books I loved" or "books that made me laugh"or "magical books" or "adventure stories". So it was intriguing to search around on my mental bookshelf from a new perspective.

Three of them jumped out at me. All books I read over and over again growing up, and all books from very different genres.

Warrior Scarlet by Rosemary Sutcliff

Set in the Bronze Age, this is the story of Drem, a boy whose right arm is useless, and who therefore faces the challenge of how he can become a full member of his tribe, when manhood initiation requires the slaying of a wolf. It is an exciting, but also very literary, densely descriptive read. The theme of "belonging" goes beyond disability to the issues of tribal identity and birthright.

What I never realised as a child was that Rosemary Sutcliff was herself severely disabled by a form of juvenile arthritis. She knew at first hand some of the struggles involved in being perceived as "different" and inevitably dependent on other people, and she writes insightfully and amusingly about some of her experiences here. Her childhood illnesses may well have contributed to the development of her rich imagination - which resulted in so many classic novels, the most famous of which, Eagle of the Ninth, has recently been made into a film.

Jill's Gymkhana by Ruby Ferguson

This is the first of the "Jill" books - one of the best-loved series of girls' pony stories, narrated by the witty and independent-minded Jill Crewe. This is exactly the kind of "series fiction" that is usually looked down upon by critics, and always ignored when it comes to prizes. But the Jill books are truly wonderful, often subversive and non-stereotypical, and so it is no surprise that Jill's riding teacher should be a wheelchair user, Martin Lowell.

Jill can't afford riding lessons so it is her good luck that she bumps into Martin, formerly an expert rider who has been injured in a crash. At first she does not even notice he is in a wheelchair. Martin

10 Comments on Three Great Books with Disabled Charcters - Emma Barnes, last added: 4/28/2011

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Joan Lennon said, on 4/27/2011 4:45:00 AM

Very useful post - thanks! And the You-tube film was fascinating.

Rosalie Warren said, on 4/27/2011 4:56:00 AM

Yes, great post - and thank you for reminding me of the wonderful 'Jill' stories. Even as a pony-adoring child I recognised them as a cut above the rest, and revisiting them as an adult confirmed this. I'm planning a series of books featuring children with disabilities and the idea of putting them in supporting roles is a good one.

madwippitt said, on 4/27/2011 6:04:00 AM

I too loved the Jill books: another pony story which I remember with great affection and also featuring disability was written by one of the Pullein-Thompson sisters - Josephine I think - and called Showjumping Secret. The lead character was recovering from polio and riding was suggested as a form of physio - a good read, and nice that it pointed out the success of a disabled Olympic rider. Even more interesting considering this is a genre normally read by girls, was the fact that the lead character was a boy!

Sue Purkiss said, on 4/27/2011 8:23:00 AM

I read the Jill books too, but can't honestly say I remember anything about them, except that they were about horses!

I wrote a book called The Willow Man, which was about three children who are 'stuck' for different reasons - physical, emotional and social. One of them is Sophie, who has had a stroke and is having to learn to walk again. That bit of it was based on my daughter's experience - she had a stroke when she was seven.

What you say about Rosemary Sutcliffe's book reminded me of something my daughter's occupational therapist used to tell her. There is a strong tendency to ignore the hand that doesn't work very well, and just concentrate on the one that dies work; the OT used to tell us that this dates from an instinct for survival; if one hand didn't work, that's exactly what you'd do: tuck it away and compensate by optimising use in the hand that did work. Then you'd have a better chance of surviving.

Penny Dolan said, on 4/27/2011 8:34:00 AM

Thanks for your thoughts on these books, Emma, especially as I'm strugging with the portrayal of one of my current characters.

The film is invaluable - and good to see such a link up on ABBA. Good post.

Writer Pat Newcombe said, on 4/27/2011 10:16:00 AM

Nice to know books featuring disability coming more to the fore.

Emma Barnes said, on 4/27/2011 10:32:00 AM

Thanks everyone. I saw the video link after it was posted to other SAS writers by Jane Stemp - who has some disabilities herself and has written about disabled characters in her books Secret Songs and Waterbound. So thank you Jane. I am definitely going to try and get hold of those, as well as yours Sue.

Nice to hear from other "Jill" fans too. Loved those books!

Stroppy Author said, on 4/27/2011 11:13:00 PM

I'm writing about a character at the moment who has OCD and some associated mental/learning issues. Apart from Curious Incident I'm not really aware of a lot of books that deal with non-physical problems. In my story, the character's 'disability' becomes an asset.

Emma Barnes said, on 4/28/2011 2:28:00 AM

Since posting I have remembered another wonderful character, Professor Muffett in Anne Fine's delightful comedy "The Summer House Loon". He's the dad of the main character, and a professional historian who happens to be blind. His daughter's mild feelings of guilt when she has to read aloud papers on the Early Sardinian Trae Routes (and who can blame her?) are very sensitively done.

Ms. Yingling said, on 4/28/2011 2:56:00 AM

I'm glad I'm not the only one slightly disturbed by What Katy Did. You might be interested to know that there are free versions of several other Katy books available for the Kindle. (What Katy Did Next; What Katy Did at School)

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18. Down With Spelling! - Emma Barnes

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By: Emma Barnes, on 3/18/2011
Blog: An Awfully Big Blog Adventure (Login to Add to MyJacketFlap)
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Here's a radical proposal - one to shock my fellow writers to the core. (This is my first ABBA post so I thought I'd kick off with some controversy.) I love writing. I want the children I meet to love writing too. But sometimes when I'm in schools, with my Visiting Author hat, I find the experience bitter-sweet. Why?

Because although the children I meet love hearing stories, acting out stories and inventing new stories, often the whole process of "writing down" the stories is still painful for them. I work mainly in primaries and even in Year 6 this is still the case for some children. Sometimes reading stories - the same stories that they love to hear - is a struggle too.

Children should read. It is the key that unlocks their educational future. It is also one of the greatest (and cheapest, most convenient and therefore most widely accesible) pleasures in life. Yet for many primary age children reading is not pleasure. It is dull - all about deciphering, not romping through a story.

We could get side-tracked into some educational debates here. But one thing that strikes me more and more: English is HARD. Learning to read and write is DIFFICULT.

No, you say. Surely it's as easy as One, Two, Three...A,B,C.

Well, just think about that. Most British children today learn using phonics, and a lot of them make rapid progress, sounding out the words. Until they reach the Tricky Words. One and Two are Tricky Words. Just look at them. They make no sense. You know how to pronounce them only because you have learnt them as individual words. The trouble is so many words are tricky. Such basic words as I and You and Me and There and Their and Go and Come and Who and....Sausage. All tricky. I could go on.

It doesn't have to be this way. In Italian all words are phonetic - their spelling is consistent with their sound. In fact, I'm told in Italian there is no word for Spelling! Think of that - and think of the time freed for more exciting things.

Maybe it is time to reform the English language - the spelling of it, anyway. Then there would be fewer seven, eight, nine year old children who although they have the ability to appreciate the compex dialogue and storyline of a film like Shrek are still struggling their way through The Gingerbread Man when it comes to the written page. Or who can't wait for the next instalment of The Twits when their teacher reads it to them (all children love Roald Dahl is the motto of every primary teacher) but can't manage to read the book themselves.

Of course it would be a bit of a downer for all of us old(er) folks who find One, Two, Three as obvious as falling off a wall. But wouldn't it be worth it to let more people in?

OK, time for the brick bats!

27 Comments on Down With Spelling! - Emma Barnes, last added: 3/20/2011

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Charlie Butler said, on 3/18/2011 3:28:00 AM

Well, you're in such splendid literary company as that of Bernard Shaw, Emma, so no need to duck!

Personally I won't join you on that particular barricade, for the (perhaps selfish) reason that I love the way English spelling acts as a kind of fossilizing device, telling us about where words have come from, how they used to be pronounced, and so on. I think reading would lose one of its dimensions were that to be flattened out.

Then there's the question of whose pronunciation you would choose. Would you keep the 'r' in word, because it's pronounced in America and the West Country, or drop it because it's not used in RP? Once you start privileging one group of speakers it all gets very political!

Emma Barnes said, on 3/18/2011 3:37:00 AM

Charlie, I take your point, but all this historical linguistic richness comes at a price - which is that it excludes a lot of children (and adults) from the joy of fluent reading. "Fossilizing device" you say - surely language is about communicating, not "fossilizing.

And regardless of whose pronunciation you chose, at least a new system could be CONSISTENT.

I'm a bit worried about Bernard Shaw though...didn't know I was following his footsteps!

Charlie Butler said, on 3/18/2011 3:41:00 AM

I quite take your point about the price in terms of literacy - which is why I admit my motives are selfish! Perhaps 'fossilizing' was the wrong word, though, if it suggests something dead. More like being able to look at the rings on a tree, or even the wrinkles in the face of a friend (or - egad - the mirror!). I think people are only too apt to ignore the past, and my hackles instinctively twitch at any move that seems likely to make that easier.

Book Maven said, on 3/18/2011 3:48:00 AM

You mean you don't know about "ghoti spell fish"?

Can't join you either but that's because I am one of the fortunate ones who can spell and never have a problem with words.Like Charlie, I like seeing where a word comes from by looking at it how it's spelt,

HOWEVER, phonics is NOT the best or only way of teaching phoneme-grapheme correspondence in a language like English. As you say, "sounding out" doesn't work for lots of very common words.

I am utterly with you there.

Sue Purkiss said, on 3/18/2011 3:59:00 AM

I do see your point, Emma, I really do. Wasn't there an attempt to do something like this with the Initial Teaching Alphabet? The trouble with that, I guess, was that it just staved off the evil moment when you had to come to grips with stadard English spelling - I've talked to people who learned to read and write with this method and felt very betrayed by it, because they never did learn how to spell properly.

Think of what you're asking! Think of the zillions of people all over the world who use English - think of all the books and documents and articles! How could you possibly organise it so that everyone would switch? And even if you could - wouldn't that eventually render obsolete or of only esoteric interest all the literature etc we already have?

Emma Barnes said, on 3/18/2011 4:06:00 AM

It wouldn't matter so much if everyone became literate in the end - but a lot of people don't. And it seems to me that if you are not a fluent reader by 8 or 9 then the gulf between your reading abilities and your interests becomes wider and wider and the problem harder and harder to solve. Which is why an easier language would help.

Sue, I am dreaming of computer programmes that could translate all the existing books into the new language...could it be possible?

michelle lovric said, on 3/18/2011 4:21:00 AM

Interesting post!

Actually even a relatively logical language like Italian does break the rules with many common words. Italian pronounciation is not always regular. Words like anatra (duck) have unusual stresses. And I believe there is a word for spelling in Italian - l'ortografia.

I agree with you that anything that throws down a gauntlet CAN discourage young readers, but, with the right kind of teaching and encouragement, children CAN take up the challenge. For myself, these days, when I come across a strange new Italian pronounciation, I allow myself an enjoyable expostulation or two against the cruel fates that made it that way, and then tuck it into my vocabulary.

In English, I also like the look of clotted unusual, irregular, spiky words on the page. A standardised phonetic spelling would smooth all that out, I fear.

Miriam Halahmy said, on 3/18/2011 5:21:00 AM

Yes , its a horror teaching children to spell and I taught kids with special needs for 25 years. They really suffer. But ita was another horror invented too. Unfortunately ( or fortunately) English is a rich and historical language that has developed into a nightmare of rules/ unrules and downright cussedness. But I have never found an easy way for kids to learn it. They just have to solider on.
However - that doesn't mean to say they should not be enjoying books, poems, words in all their glory in school. I've taught Ted Hughes' poem, The Midnight Fox, to kids with moderate learning diffs., and they absolutely loved it and engaged with it in their own amazing ways. All of English belongs to everybody. ( Gosh, didn't mean to rant on and well done for doing your first ABBA post!!!!)

Leila said, on 3/18/2011 5:49:00 AM

How annoying, I wrote a very long post and Blogger has eaten it. I haven't the energy to type the entire thing out again, but I disagree with you completely and utterly. Welcome to ABBA!

Sarah Taylor-Fergusson said, on 3/18/2011 7:44:00 AM

the spaesmen hav landid in the see ov trankwility.

I'm an editor (who, by the way, wasn't too hot on spelling as a child), so I'm veering the other way to you on this, Emma.

There is a wonderful, beautiful, clever, literary adult novel that explores this theme - and so much more... "School is finished for the summer and last night, 20 July 1969, two men landed on the moon."

It is called Cryers Hill and is by Kitty Aldridge. I recommend it to everyone interested in this subject, here specifically the children who are the guinea pigs of the nationwide Changeover to the experiment in the ITA alphabet.

eesy peesy pwdin pie.

Not.

Stroppy Author said, on 3/18/2011 7:57:00 AM

Brave first post, Emma! Totally, absolutely, 100% disagree. Charlie's point about etymology is not simply historical - it helps us to decipher new words. As in de+cipher...

If it were a matter of phonetics, China would not have a 90% literacy rate, and Japan would not have the same rate as the US and UK. The problem lies elsewhere, almost certainly with motivation and technique. While schools teach chunks of texts rather than whole books, and dreary reading schemes, there is no incentive for the children who don't have books outside school to want to learn to read.

Thank you for such a provocative post, Emma, and welcome to ABBA!

adele said, on 3/18/2011 8:29:00 AM

I'm with Anne and the others on this, but a good and interesting post. And is there something deeply wrong and immoral about making children learn ten words a week or so for a SPELLING TEST? We had to do that....now I'm ducking and waiting for the brickbats! That was also how I learned French vocab. too. Ten words every week for a test...more towards A level but we never stopped having tests and learning new words in both French and Spanish.

Rosalie Warren said, on 3/18/2011 8:50:00 AM

I don't agree with the idea of re-making English orthography, but I'd like to pick up on your point about the writing down of stories being painful for some children.

When I write my first drafts, I ignore things like spelling (and pretty much everything else, apart form the story). I believe that children should be allowed to do the same.

There's a place for teaching them to spell, to write clearly and logically and with correct grammar. Of course there is. But there is also a place for them to let their imaginations run wild, without needing to worry about the mistakes they may be making. Such a place should be built into the school timetable.

Keren David said, on 3/18/2011 9:20:00 AM

I have no problem with children learning to spell - and yes, they still do spelling tests - but I do have a problem with the long hours of handwriting that they do, followed by copying out. Surely we've reached a point where keyboard skills are more important?

Emma Barnes said, on 3/18/2011 11:09:00 AM

Thanks for your comments everyone - even if you are overwhelmingly against me! I guess I should canvass some children on the issue...

But as children's writers aren't we all desperate to spread a love of books? That's what it's all about for me - I'm a bit surprised that nobody sees it the same way.

Adele - I don't actually think spelling tests are immoral - but surely time that could be better spent.

Leila - I'm so curious now about your vanished post!

StroppyAuthor - but doesn't Japan have two writing systems, precisely because it is so hard for most of the population to become fluent in the more complex/historically beautiful one?

Rosalie - I do agree, but again, it's all about time, isn't it? There is only so much time in the school day.

Sue Purkiss said, on 3/18/2011 11:24:00 AM

Is a difficulty in deciphering words the only reason some children don't take to books, though? I think not - it's far more complex than that. I haven't done the research, so I'm only guessing - but I would think that parents reading aloud to their children from very early on is hugely important: and lots of parents don't do it.

Andrew Strong said, on 3/18/2011 11:37:00 AM

Once a child has the desire to write, then tidying up spelling will follow. Make it a chore in the first place, and the writing will never start.

catdownunder said, on 3/18/2011 2:25:00 PM

Sorry I have to disagree too. I once taught a child who could not hold his head up, could not track from left to right, could not turn a page and could not speak. He managed to learn to read and spell first in English and then (at his own request) in Greek. He did it all by eye-gaze techniques and is now a voracious reader. The apparent complexities of both languages did not stop him.

Frances said, on 3/18/2011 5:28:00 PM

The system in Steiner schools and some European countries of not teaching a child to read until they are seven seems to lead to easy and successful literacy.
Yes, yes: some children learn at three. But, many are not ready at five years old, and by the time that they are seven have only learned that they can't do it, or that it's a tedious chore.

Martin H. said, on 3/19/2011 1:24:00 AM

Emma, thanks for prompting such an interesting and entertaining debate.

Stroppy Author said, on 3/19/2011 4:48:00 AM

Emma, the additional bits of Japanese (there are three systems in total) are to provide a way of writing things that have no character in Japanese - eg Western names and words for things that have developed recently. It's not a replacement for Kanji. China (which has no such system) has a 99% literacy rate amongst 14-25 year olds - even allowing for propaganda, it's impressive given the complexity of the writing system (though the syntax is easy). And they learn English as well!

Charlie Butler said, on 3/19/2011 5:16:00 AM

I just wanted to echo Martin's comment, Emma. I hope you don't feel your first dip into the waters of ABBA was too much like a baptism of fire? It's always more fun when there's something to disagree about!

"Conflict is the essence of story - and of blogging." Discuss...

Emma Barnes said, on 3/19/2011 7:39:00 AM

Thanks Charlie and Martin! No - don't worry - as I said I was prepared for brick bats.

I don't disagree with a lot of what's been said - that most children can learn to read and love reading if they get enough of the right kind of teaching, reading aloud from parents etc. But my point is we don't live in that world, and having a simpler written language could really help a lot of people.

pressedposies said, on 3/19/2011 1:34:00 PM

If the UK suddenly up and changed the language of writing, I would leave. My 3 year old son asks what words say and mean whenever he sees a new one, and he asks what their Welsh counterparts are (I'm English, so this second part is harder for me to answer, but I do try).

I'm with the majority of commenters here in loving the English language, the history and make-up of it, and completely agree with the consensus that barriers to literacy come as much from other factors as the technical difficulty in spelling.

I also despair at, "(all children love Roald Dahl is the motto of every primary teacher)" as I hated Roald Dahl stories as a child. Could not stand them. But I sat through them, I wrote my reports on them when requested to. Roald Dahl did do me the favour, I suppose, of compelling me to look elsewhere for stories so that in my own time I could read things I enjoyed.

Candy Gourlay said, on 3/20/2011 6:15:00 AM

i agree most with Andrew Strong's point ... it's about the story and everything else can follow later. rightness and wrongness often get in the way of children (and adults) expressing themselves. there is nothing more dispiriting for a child who has written an amazing story to get the story back covered in bloody red spelling corrections. my editor (on a magazine) used to use a green pen for copy-edits to show us that there was nothing wrong with the substance of what we were writing.

Emma Barnes said, on 3/20/2011 7:01:00 AM

pressedposies - the Roald Dahl comment was intended a little tongue in cheek. Teachers rely on Dahl because he does appeal widely - but it is very tough on the minority that definitely don't like him.

Linda Strachan said, on 3/20/2011 2:02:00 PM

I am also in the opposing camp,Emma, I hate the idea. I was never great at spelling when I was young, but I am so much better now!
I agree with Andrew, it is the story that counts - engaging the child with stories and encouraging them to express themselves in their own stories without worrying about spelling that can easily be corrected afterwards.
How crushing to their imagination, as well as their self esteem to be inhibited by fear of getting the spelling wrong.
When I go into schools I encourage children not to worry about spelling in the first instance, to get their stories and ideas out there.

One of my sons had his writing marked down because he did not use a wide vocabulary appropriate to his age, although his use of spoken language and any talks given to the class received high marks.
Then in high school one teacher told him 'Write what you want to say and don't worry if you can't spell a word - just make an attempt I will know what you want to say.' From then on he wrote without concern for spelling and his work improved tremendously.
He had been using simpler language because he was aware he couldn't spell words he knew would be more appropriate.
Subsequently his work improved dramatically and eventually his spelling did too!

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