A week ago our six month old puppy, Page, decided that 4 AM was the perfect time to go outside and play. After an appropriate amount of grumbling on my part, I got up and let her out into the backyard. On the way downstairs, I noticed a large heart-shaped pillow, bright red and covered with lots of smaller white hearts. It was our sixteen year old son's Valentine's Day "card" to his Mom from last year.*
*
I stood on the back porch as Page dashed around madly making giant figure eights. She's a Beagle mix, golden haired with white spots, but has very, very long legs. She looked like a miniture greyhound as she sprinted around and around and around. Then I thought about that red heart pillow. Our son is a person of giant emotions -- frequaently loud in all ways (our neighbors are wonderfully tolerant when he plays electric guitar), always hugging friends hello and goodbye, compressing more words per second in his rap songs then can be imagined, never settling for a simple story line or answer in his songs when something complex, contradictory and dark is demanding to be heard. There is wonderful freedom in his approach to life and art -- often reckless (he says what he feels in the moment and doesn't look back or forward), but just as often making a moving and thoughtful emotional comment that has real impact. *
*
Of course, we also want to have all of that rich emotion in our nonfiction writing, though we operate in a world of rules -- space limitations, monitored by a series of gatekeepers (from editors, to reviewers, to teachers, librarians and parents) between our books and our readers, plus our need and drive to be as accuarate as possible. This isn't a complaint about the system we work in; but it's a reality that can sometimes make us hesitate when we're writing and sometimes/usually leads us to question what our inner soul is telling us to say: If I say it this way, it will be much more passionate or active or whatever, but will it be as accurate or clear?*
*
I know some writers who go with the flow, put down on paper whatever their head is telling them, and either leave it to their editors to make suggestions for revisions or go back later themselves. I envy them. Unfortunately, I am a compulsive self-editor. I think over, question, revise and re-revise every phrase, every sentence, every paragraph as I write them. Then I rework the section and question it all over again. And my earliest books reflected this labor. Over the years I've come up with little gimmicks to maintain a more spontaneous feeling. Nothing genius, mind you. Just ways to stay relaxed in my head. For instance, when I write, I tell myself that I should imagine I'm talking to one reader who happens to be sitting across the desk from me, which means writing in a conversational, informal way. If I feel a section is sounding too much like a freshman college lecture, I stop and do something else (wash dishes, water plants, take Page out) and come back later, hopefully with a fresh eye and approach. And I always read over a manuscript several times with a slightly different mode of attack. I'll make believe I'm the nastiest editor alive and write all sorts of challenging comments and suggestions in the margins; I'll read it with a young reader in mind who might not be familiar with the subject; and I'll just read it start to finish in one shot to be sure it flows along smoothly, noting whenever something (an odd phrasing, an overly long sentence, etc.) makes me stop reading. *
*
These are just little tricks -- mind games really -- and sometimes they work. Just as watching Page doing crazy laps in the dark night for ten or twenty minutes can free up the brain and get it ready for another day's work. I hope you all have a wonderful Valentine's Day and that (if you work) your thoughts and words are passionate, free flowing, and exactly what you want to say.
Like so many New Yorker subscribers, I am always months behind. They pile up week by week, screaming their silent rebuke. Sometimes I hide them in a corner; rarely, I become defiant and throw them out without a glance of what I might miss. Keeping up with this magazine is the best (only?) reason I can think of for computing to a job on the subway instead of just carrying my coffee upstairs in my pjs.
I’m glad the November 14, 2011 issue didn’t end up unseen and in the recycling. Yesterday I read an article by John McPhee, one of the greatest nonfiction writers around. In “Progression,” he discussed the evolution of many of his ideas, when he lets his subject matter dictate the structure of his piece, and the few times (just two in a very full career) he chose a structure and searched for a subject to fit it.
Many of us here have written about such matters already, but I find the topic endlessly fascinating.
I thought I might pluck a few points from the article that could hopefully spur some conversation in the comments section from my fellow bloggers and some of our readers.
1. McPhee said he once listed all the pieces he had written in decades and realized that 90 percent of them were related to subjects he had been interested in before he went to college.
Is that true for you? I’m not sure it is for me. I really liked biology, but I’d never have predicted I would write so much about science. Is that because I was a young girl at a time when females considered other types of careers? Or is it that I didn’t understand then that there is a poetry in pure science that is as lyric as Shakespeare?
2. McPhee said that his readers aren’t shy with suggestions, then noted these ideas are often closer to the readers’ passions than his own. Yet he did end up using two of their proposals.
Anybody here ever turn an suggested idea from a reader or a kid into a book?
3. McPhee mentioned that “new pieces can shoot up from other pieces, pursuing connections that run through the ground like rhizomes.”
I bet so many of us have written books or articles this way. I’ve already talked about one of mine in an earlier post (http://inkrethink.blogspot.com/2011/02/on-and-on-and-on.html). Have you met a minor character while researching one story who demanded a book of his or her own? Or turned an idea on its ear for another go-round?
4. And finally, what about McPhee’s ultimately successful attempt to tame a potentially disastrous idea: trying to find the right subject to fit within a pre-set structure. His result turned out to be the classic Encounters with t
I can't imagine anyone has any time right now to read a long blog post. So I thought I'd take the opportunity to share with you some wonderful pieces I've read lately. Most of them are on a theme--nonfiction storytelling. I hope you take a minute or two between shopping, cooking, last-minute writing deadlines, last-minute paper-grading, etc., to sit down and treat yourself.
First, here is a lovely piece by Henning Mankell, whose books about the Swedish detective Kurt Wallander I love. It's called THE ART OF LISTENING. I adored this piece and if I could wrap it up and put it in a box and deliver it to each and every one of you I would. Well, maybe I just did.
Next is a piece that was in Friday's New York Times that might not have made it to other parts of the country. It's about a theater group that pairs teenagers with people over 60. It's inspiring for nonfiction writers and lovers, and a great idea for other communities. Sort of a twist on StoryCorps (always a good place to visit!). This one is called TRUSTING SOMEONE OVER 60. (Don't let the headline deter you.)
Another piece that walloped me from the Times was this one, WHAT WASN'T PASSED ON. I won't say anything more about it so you can experience it for yourself.
Last week Jim Murphy wrote a great post about Recharging Batteries, and I referred in the comments to an article about the novelist Richard Ford that I loved. Read both when you can!
And because I can't help myself, I'm leaving you with my potato latke recipe. Happy Hanukkah, Merry Christmas, and here's to a wonderful New Year -- 2012. That number seems like science fiction.
The best novels in the world of fiction tend to be page turners that tell a gripping story. You can’t put them down until you finish the last page, you can’t stop thinking about them after you’re done, and you become so entangled in their various webs that you can remember entire story arcs and even small details for a very long time.
The best books in the world of nonfiction are equally fascinating. Their details are memorable and the ideas they present are truly compelling. With some notable exceptions, though, they aren’t gripping page turners like novels and their story arcs (if any) can be pretty tenuous because the real world is so messy and unpredictable. The result? Readers might put nonfiction books down for a few days without staying awake at night wondering what happens next.
So when I sat down to write my latest book, I wondered if I could combine the best of both worlds by shaping it into a gripping YA novel; every word would be true AND the book would be a page turner with a story line that you couldn’t put down. That’s exactly what I’ve tried to do with Witches! The Absolutely True Tale of Disaster in Salem. If I could pull it off, it seemed to me that this terrifying episode in America’s history had just the right ingredients for cooking up a thriller, a mystery, and a literary mind-bender all rolled into one.
After all, the things that happened during the Salem Witch Trials were too jaw-dropping to ignore. Who wouldn't wonder why a four year old girl, a heroic minister from afar, a beloved grandmother, and three dogs were demonized and accused of being witches?
The more material I uncovered about this incredible 100% true story, the more curious I became (and the more curious I hoped my readers would become too). Back in 1692, the Puritans thought that the devil and his witches lurked in every nook and cranny, just waiting to afflict innocent children with a dread dis
If it were up to me, you'd listen to this song while reading this post.
So. It's been a very, very long time since I broke up with a sweetheart, given that I've been married for almost 30 years. (In my culture, you get married at 11.) And I don't intend to ever break up with him. But there comes a time in every writer's life when she has to break up with a topic. Actually, many times. Usually the break-up comes early on in the project. At least for me. I work on something for a short time and realize that there's just no there there, or that it's not for me. Or someone or something else pulls at me, grabs my attention. ("Oh you over there, come hither...")
But sometimes, it seems, you go out with someone for a very long time before you realize he or she was not your bashert. This has just happened to me. It was a long relationship, but it was going nowhere. It just took me a very long time to realize that because I thought... I was sure...though I had niggling doubts...that I was in love.
But breaking up really IS hard to do.
(By the way, I also like
this version of the song. My friend
Judy Blundell votes for the
slow version, which I also like. Ok, maybe I'm spending too much time listening to Neil Sedaka.)
I mean, look at her. An early NYC policewoman. A detective. And we had spent so many, many months together.
The more time, energy, money, time, time, time, you invest in a topic, the more reluctant you are to let it go. I bought and read very many books.
I spent many hours looking for people who knew the person I had fallen in love with. After much detective work, I found her descendants. That was a great day! And then her great granddaughter became an enthusiastic helper, inviting me to come to her house, where I combed through boxes of clippings, notes, photos, memorabilia, and even recordings, hoping for the big break in the case.
I dug deep into the web, into online newspapers, books, footnotes of journal articles. I reached out to authors, researchers, professors, librarians... But I just couldn't get e
I'm delighted to introduce author Ann Bausum, our second guest blogger of the week. As someone who was born in Memphis and still has strong family ties to the city, I'm especially fascinated by the topic she tackles in her latest book.
Ann writes:
Each year I visit frequently with middle school and high school students to talk about my work as a nonfiction author, and I don’t think a session has ever passed without someone asking: “What’s the favorite book you’ve written?”
Although I’ve explained numerous times that being asked to pick my favorite book is like being asked to pick my favorite child—in other words impossible—my newest publication may make me a liar. From start to finish I’ve felt absolutely captivated by the research, writing, and production of Marching to the Mountaintop: How Poverty, Labor Fights, and Civil Rights Set the Stage for Martin Luther King, Jr.’s Final Hours. (National Geographic Children’s Books will release the title on January 10.)
The biggest reason I may start calling this my favorite book is the history itself. I literally found myself exclaiming out loud as I worked with facts that leant themselves so well to the dramatic potential of narrative nonfiction. The historical characters, the setting, the chronology, the thickening “plot” would be the envy of any novelist. “Do the history proud,” became my goal.
I wanted to give readers the context for the death of Martin Luther King, Jr. Plenty of children (and even adults) don’t know that he died in Memphis. Few people of any age can tell you that he had gone there to advocate for the labor rights of the city’s sanitation workers.
Death not only concludes this history; it starts it, too. On February 1, 1968, two sanitation workers were crushed to death while riding inside the barrel of a garbage truck. Within days more than a thousand sanitation and street repair workers decided to strike for the cause of safer working conditions, better compensation, and union recognition. Their demands quickly led to a stalemate between the all-black workforce and th
Of all the subjects I talk about when I do school visits, the exploits of the All-American Girls Professional Baseball League (AAGPBL) seem to resonate most with students of all ages. Those kids who play ball are hungry for details of the games and life in the league. Those who value the players’ role as sports pioneers want to know what motivated them to leave home to forge careers in one of the first professional opportunities for female athletes.
My relationship with the players in this league, about which I wrote my first book, A Whole New Ball Game, has progressed from professional to personal, and I now serve on the AAGPBL Players Association Vision Committee, a group charged with considering how best to preserve the league’s legacy. As such, we have just announced BATTER UP!, a contest that challenges students in grades 6, 7, and 8 (in the United States and Canada) to write short essays answering one of three questions about the impact of the league and its players. The Grand Prize Winner, and a parent or guardian, will get an all-expenses-paid trip to the 2012 AAGPBL players reunion, to be held next September in Syracuse and Cooperstown, New York. Each of the four Runners-Up will win AAGPBL prize packs, including autographed bats and balls and other memorabilia. The winning essay will be published in the AAGPBL newsletter, and it, along with the runner-up essays, will be featured on the organization’s Web site.
“We want to encourage young people to reflect upon the legacy of our league,” explains Players Association president Lois Youngen, a four-year AAGPBL veteran and a professor emeritus at the University of Oregon. “Many of our members became teachers after our playing days,” she added, “so we know how curious and creative young people can be. We’re inviting them to do a little research about our league and to consider its impact.” Some of those players-turned-teachers will serve as first-round contest judges, along with others from a variety of walks of life. If you’re a teacher, librarian, author, or editor who’s interested in joining the panel of final judges, e-mail me at [email protected]. Contest entries are due via the entry form on the contest Web site by March 18, 2012, and the winners will be chosen by the end of May.
We understand that not every kid will jump at the chance to enter this contest. When I told a friend who works with middle schoolers about it, she suggested sexier prizes, such as iPods or iPads. Add to that the fact tha
By:
David Schwartz,
on 10/24/2011
Blog:
I.N.K.: Interesting Non fiction for Kids
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This month I am taking a break from blogging. In my slot, I am proud to present my friend and collaborator (on G Is for Googol: A Math Alphabet Book), an esteemed author and illustrator of both fiction and non-fiction, Marissa Moss. You may be familiar with Marissa's popular Amelia's Notebook series or her other fictional series including Max Disaster and Daphne's Diary. She is also the author of several highly-praised (and highly-researched) journal-style historical fiction novels and a half-dozen non-fiction biographical picture books telling the remarkable stories of remarkable women. Here, Marissa shares the backstory of the history she writes.
I love stumbling on little-known stories that grab my imagination and sense of history. Those are the stories I turn into books, the tales of courage and achievement against the odds that deserve to be widely known. Is it a coincidence that many of these undiscovered gems are about women?
Women have mostly been absent from the grand epic of history. The ones that are recognized are an elite few, Queen Elizabeth I, Cleopatra, Marie Curie. Much more fascinating to me are the ordinary women doing extraordinary things.
Maggie Gee is one such woman. I found her in a local newspaper story about WWII veterans, published naturally on veteran’s day. I didn’t know that women had flown warplanes in WWII and it seemed like an important story for kids (and adults) to know about.
I looked Maggie up in the phone book, called her and asked for an interview. That interview and the many conversations that followed became SKY HIGH: THE TRUE STORY OF MAGGIE GEE. What impressed me about Maggie was her drive, her optimism, her courage. She didn’t see barriers, but opportunities. Sure, there was discrimination against her, both as a woman, and as a Chinese-American, but she barely mentioned such problems when she talked about her life. Although her mother had lost her U.S. citizenship when she married Maggie’s father, a Chinese immigrant, that didn’t deter her from working as a welder on Liberty ships during the war, nor from encouraging her daughter to join the Women’s Army Service Pilots. After the WASP were disbanded, Maggie went on to charge through more doors, becoming a physicist and working on weapon systems at the Lawrence Livermore labs, another job that was rare for a woman, let alone an Asian-American woman.
I thought of Maggie’s grit, her enthusiasm for taking risks and follow
Even with a binderful of clips, it's still exciting to find contributor copies in the mail. Today the September/October issue of KNOW arrived with my KNOW YOU column on saliva.
Definitely not the most glamourous of subjects, but certainly an interesting one. Oh, who am I kidding? It doesn't matter what topic I write about, whatever is under my magnifying glass always turns out to have some interesting facet to it, usually several, and at least one that blows me away. I love that about science writing---the constant stream of fascinating tidbits that make me say things like,
"Wow, who knew?"
or
"No way! That's amazing."
or
"I didn't know that. That is so cool."
I guess I'm a bit of an info-junky, because as much as I enjoy sinking my teeth into a juicy book-length project, those short forays into new subjects for magazine assignments are pretty addictive. As of a few days ago, I'm working on my next fix, also for KNOW. Currently on the desktop? Caves---a topic loaded with wonderful surprises. I'm excited.
So, how many hours til the first "Wow"? Keep your money in your pocket. It's a sucker bet.
I don’t mean to beat this topic into the ground; really, I don’t. It’s just that I keep thinking about the difference between nonfiction books and movies “based on” nonfiction, and my perspective keep broadening. Part of that has to do with the fact that one of my friends is a very successful screenplay writer, and hearing his perspectives about movies “based on” the lives of real people has got me thinking in new directions.
For anyone who reads my blog entries, it won’t come as any surprise that I am usually treading the purist line of nonfiction. Don’t make anything up, ever. But this “based on” the lives of real people issue in the movies is complex. Some of it even has to do with rights. For example, I recently learned from my friend that there are varying degrees of situations in which a writer either needs to, or does not need to, secure a person’s life rights. If it’s a public figure, and it is long enough ago, it is considered public domain. But the length of time does not necessarily matter if it is a private figure (such as a specific hero or heroine in a story who is not well known). Interesting, right?
Now I find myself thinking about all kinds of distracting things while watching films such as The Aviator, The Conspirator, The King’s Speech, The Blind Side, and the list goes on. Wikipedia tags The Blind Side as “semi-biographical,” in fact. I didn’t even know that was a category! If all the facts about the family in The Blind Side were known, would the story have come across in the same way? Maybe, maybe not.
I wrote a lot about the Fine, Fine Line of truth in nonfiction books in my recent Horn Book article. But in the movies, that line seems not to be so fine at all…and people seem fine with it. I wonder why that is?
My filmmaker friend believes it may be because the truth isn’t dramatic enough for a blockbuster movie. I argue with him about this, of course, but his points have at least made me not be as stubbornly rooted (momentarily). For example, I said to him, why did The King’s Speech need to make Churchill appear against King Edward’s relationship with Wallis Simpson when in fact Churchill was fine with it? More dramatic, my friend said. Perhaps, I replied. But why not just leave that bit out and leave well enough alone, I pushed. He ventured a guess about people being hesitant to expose the flaws of giants such as Churchill, which might have been distracting to the main thrust of the film. Again, that may be. But why twist history?
I have some more thinking to do about this, it seems. My opinions hold fast when it comes to truth in nonfiction books, but perhaps this movie thing is too slippery for me. Or just slippery enough. I certainly enjoy watching these “based on” movies, but I can’t help feeling duped once I discover which facts have been altered to fit the script. Where do you stand?
As part of my quest in recent months to get my arms around the changes in publishing due to digital books, I’ve been exploring interactivity. How can it transform the static page of a print book into a place for readers to explore in new ways?
For this example, let’s explore some interactive ideas about lions using the simple ability to Hide or Show an image or text string. In other words, things can appear or disappear when the Reader taps on the screen:
- Pop-up labels to identify body parts
- Show layers under the skin: muscles, skeleton (i.e. the skin and muscle layers vanish as needed)
- A timeline of lion evolution with thumbnail images that can be enlarged
- Images that can zoom way in to show details of eyes, hair, teeth
- A time-lapse sequence of photos of a growing cub
- African map with lion’s range from historic times through today into a projected future
- Switching out altered photos of a white or black lion to demonstrate how real lions blend into their habitat
Other options include adding audio of roaring, video of how a lion runs, an interview with a biologist, a game comparing lions with other big cats, and so on.
Though I’m not a classroom teacher, my books certainly seek to inform students so I’m always interested in interesting ideas in education. Recently, I came across a PDF called Interactive Techniques, compiled by Dr. Kevin Yee of the University of Central Florida. There are 182 tips listed, many which could be translatable into an interactive book app. Here are a few:
33. Misconception check: Discover class’s preconceptions...
For a nonfiction ebook, there could be an opening section that explores common myths about the topic. The reader could tap on the text and the myths could melt away like the Wicked Witch of the West, or some other fun effect.
41. Concept mapping: Students write keywords onto sticky notes and then organize them into a flowchart...
How about including a section in the digital book for Readers to move around and organize facts in various ways? They could take a screenshot of their work to save it.
131. Question and Answer Cards: Make index cards for every student in the class; half with questions about class content; half with the right answers. Shuffle the cards
As part of my quest in recent months to get my arms around the changes in publishing due to digital books, I’ve been exploring interactivity. How can it transform the static page of a print book into a place for readers to explore in new ways?
For this example, let’s explore some interactive ideas about lions using the simple ability to Hide or Show an image or text string. In other words, things can appear or disappear when the Reader taps on the screen:
- Pop-up labels to identify body parts
- Show layers under the skin: muscles, skeleton (i.e. the skin and muscle layers vanish as needed)
- A timeline of lion evolution with thumbnail images that can be enlarged
- Images that can zoom way in to show details of eyes, hair, teeth
- A time-lapse sequence of photos of a growing cub
- African map with lion’s range from historic times through today into a projected future
- Switching out altered photos of a white or black lion to demonstrate how real lions blend into their habitat
Other options include adding audio of roaring, video of how a lion runs, an interview with a biologist, a game comparing lions with other big cats, and so on.
Though I’m not a classroom teacher, my books certainly seek to inform students so I’m always interested in interesting ideas in education. Recently, I came across a PDF called Interactive Techniques, compiled by Dr. Kevin Yee of the University of Central Florida. There are 182 tips listed, many which could be translatable into an interactive book app. Here are a few:
33. Misconception check: Discover class’s preconceptions...
For a nonfiction ebook, there could be an opening section that explores common myths about the topic. The reader could tap on the text and the myths could melt away like the Wicked Witch of the West, or some other fun effect.
41. Concept mapping: Students write keywords onto sticky notes and then organize them into a flowchart...
How about including a section in the digital book for Readers to move around and organize facts in various ways? They could take a screenshot of their work to save it.
131. Question and Answer Cards: Make index cards for every student in the class; half with questions about class content; half wit
I had the pleasure of being on Neil Hally's Total Education blogtalk a few weeks ago with Vicki Cobb. The first question Neil asked me was if I'd always been interested in history, to which I had to say no. Sadly, like a lot of kids (most?) I wasn't at all intrigued by any of the history taught through 6th grade. It all seemed like a dry procession of names and dates and facts heaped upon facts. This all changed in 7th grade.*
*
On the very first day of school that year we were introduced to a new teacher, a man. I attended a parochial school and Mr. Polino was the first male teacher ever hired. He was short and stocky and tough looking, and he began class that day by standing at the front, armed folded across his chest, staring hard at us. He never said a word but he definitely did not looked pleased. Gradually, as more and more kids stopped chattering to pay attention, the room quieted. I thought, "uh, oh, this isn't going to be good" and tied to disappear behind the kid in front of me. At this point Mr. Polino said in a strong voice, "All Indians weren't bad people!"*
*
By Indians he meant Native-Americans and the initial reaction to his simple statement ranged from surprised laughter to astonished gasps to scatterings of "what's he talking about?" Mr. P. then went on to tell us that we'd all been brainwashed into believing the worst about Native-Americans by really bad TV shows and movies. This produced a gentle murmuring of protest from the class; Mr. P. responded by asking us to be honest: "When you think about Indians what are the images that come to mind immediately." Several hands shot into the air and Mr. P. called on one after the other for answers, all of which turned out to be negative stereotypes based on -- guess what -- bad TV shows and movies.*
*
I realized that Mr. P. had trapped us, but he wasn't gloating about out manueuvering us or even lecturing us on wasting our time on trashy programs. He didn't even warn us that we should do better research before forming opinions. In fact, he was actually smiling by this time and seemed almost friendly as he began talking about the Lenni Lanape people and their accomplishments. And he did this for well over an hour. Telling us about their lifestyle, what local rivers and roads bore names using their language, how they had tried to maintain their lands through various treaties only to be betrayed by white settlers. It wasn't just the details he was revealing that grabbed my attention; Mr. P. was clearly animated and passionate about the subject and you could feel that excitement in his every word, every gesture. I sat up pretty tall in my seat so I could see and hear Mr. P. clearly. Afterward, I remember thinking that a whole new world had opened before me, a world where the past held secrets that I could uncover if I just did a little bit of legwork.*
*
I think about Mr. Polino every time I start a new project. Not that I think of myself as an accomplished teacher who might inspire young readers to a life of history. I have too much respect for the heavy lifting teachers have to do to engage and inform kids. But I do tell myself to put aside the cares of the day, to focus my thoughts and energy so I can bring as much passion and excitement to whatever subject I might be writing about. Hopefully, if I can maintain that focus from start to finish, one of my books might aid and abet a teacher in opening new worlds to one or more of their students.*
By:
Susan E. Goodman,
on 6/13/2011
Blog:
I.N.K.: Interesting Non fiction for Kids
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I have had a great gig this year: author-in-residence at the Michael J. Perkins School in South Boston, a small elementary school set right in the middle of Old Colony Housing Project. Old Colony is being renovated and I was hired to work with the Perkins kids on a blog about being in the middle of a construction zone. I described more about the situation in last October's post.
As the end of the school year approaches, it's natural to look back and access the experience. Having done school visits for many years, I have always been in awe of classroom teachers. Now, I bow down to them. To see what they do every day, day after day, is amazing. To see the pressure to fulfill a state's curriculum--teach X from October 12 to November 3rd and then segue to unit Y on the 4th. To understand more fully how my coming to the classroom with extras means extra resources and richness but extra work squeezing to fit everything in, however worthy it all is.
But some great things happened this year, from K to 5. Some of the highlights:
When the kindergarteners read Mike Mulligan and his Steam Engine, they wondered what the workers on the site had named their machines. They were amazed--maybe a little horrified--when they realized those excavators and dump trucks were just called "it" or "they." That's when the Name That Crane campaign was born--the two kindergarten classes each nominated names, ran campaigns and voted for the name to call the huge crane that lifted the steel (they also learned the democratic process in the bargain, which made the See How They Run author very happy). Voting Day was very exciting, take a look.
Here are the kindergarteners at the naming ceremony--with the Big Giraffe, the newly dubbed 400-ton crane in the background. (A fine name, but I was personally rooting for Mr. Lifty! That's democracy for ya--besides I didn't get a vote.)
For National Poetry Month, one first grade class experimented with acrostic poems, which use the letters in a topic word to begin each line. Then all the lines of the poem relate to this topic. Given what was going on outside their class window, they used the word, CONSTRUCT. This poem above was one of my favorites.
One second grade class is collaborating on a book about the day in the life of a construction worker and what these men and women must do to stay safe. For one week, they spent an hour a day observing the construction site and writing down what they saw.
I came out to the barn where I work at about ten o'clock this morning. So what if it's Memorial Day? Writers work when they need to, and I had two blog posts to write. Past the gorgeously blooming hibiscus plant that props open the door, up the stairs past my son's Hess trucks and a painting I did once of the moon, as it looked every day for a month, past color printouts of my work-in-progress, an illustrated book about my dives in the submarine Alvin... I hit the button on the radio, preset to
WFUV, and I set my glass of water on my desk.
That's when a five-foot
garter snake uncoiled itself from somewhere, scooted across my desk toward me (I leapt back. Duh.), slid down the front of my file cabinet, and skedaddled into the dark corner beside the desk, where it found safety amid two open canvas boxes of files.
Holy BATS. Hell's bells. Crikey! Why me, why this, why now? Lord, don't you know I'm BUSY?
Okay, okay. I have resources. My friend Tucker is nineteen, studies zoology, and is known for his extreme joy upon discovering a
fer-de-lance snake in the boot of a bunkmate during a stay in Costa Rica. I knew Tucker would come over and get the snake out for me. But Tucker's mother tells me he is away for the weekend, saying sadly, "He'll be so sorry to miss this opportunity." Uh-huh.
I get my park ranger friend Noonie on the phone at her house in Pennsylvania. Noonie is famous among my family for having introduced them to several fine examples of snakes, including Harry, her Burmese python; a water snake at our swimming hole; and a couple of mating snakes that made beautiful music -- well, if you want that story I'm going to post it on The Doodling Desk under
Good Little Snakes.
Noonie suggests I construct a barricade using bed sheets, planks. and blankets and, having created a channel for the snake to run along, begin to remove the files boxes and other stuff that is shielding the snake. Then I can just pick it up if it doesn't go in the right direction and take it out. "It's going to try to bite you, but just remember you're not small enough to fit inside its mouth." From the background, her partner Steve shouts, "Wear gloves!" All this is the kind of advice I find difficult to follow, and besides I have WORK TO DO, did I mention that? At last Noon admits that just leaving the snake behind the desk is definitely an option.
So I do, for now. Yes, I do have work to do, but this situation has presented me with a different approach to that work. The earlier idea for the blog post has gone straight out the window (where I wish the snake would also go) and an interest born of necessity has overcome it -- not just the necessity to feel comfortable in my work place, but a fascination with learning enough about this situation to write
For the past decade, I've been toying with an idea for a non-fiction book. While the idea appeals to me, I'm not certain how well the inspiration will transfer to paper. In other words, I'm not sure if there's a market for the final product.
Now, I hear what you're saying: If you don't sit down and write, you'll never know if it will work.
Very true, I respond. But before I even begin, I need questions answered. If you're considering a non-fiction proposal, you may need to consider these tips, too:
- Excitement! A strong non-fiction idea elicits excitement. If your inner writer is not excited about the subject, you'll have trouble getting excited about writing. A strong book proposal shows an author's enthusiasm for the subject. I am excited about my idea, so now I need to consider...
- Questions. What's my knowledge level? Will I be able to find qualified experts? Where would I find similar books in a bookstore or library? How many other books have been published on the topic? Is my take on the topic unique or overdone? I don't have extensive knowledge about the topic, but I'm intrigued by it. I've found experts. Only a handful of books are in the local bookstore and the online bookstores. My angle is unique. Now I need to consider a...
- Summary. I need to prepare an elevator pitch - a 30-second spiel - about my idea and try it out on someone. My mom bought my pitch, but will a publisher? A writer friend helped me fine-tune it. Now I'm ready to locate an...
- Agent or Publisher. Mainstream publishers may not be the best choice. Search for speciality or niche publishers. Utilize market guides, online newsletters and databases to find a good fit. You may also find self-publication to be your best route. I've found a niche publisher. Now I need to...
- Write. Sometimes, thinking about writing is more work than actually sitting down to write. Make time to research, conduct interviews, write, rewrite, rewrite again. Nobody ever said writing was easy, but if you believe in your project, you'll make the time to write. You'll find a critique group that pushes you to create the best possible product. You'll accept constructive criticism, revise, and be flexible. Writing isn't an ego trip. It's about taking a passion and sharing with others.
Now, after this pep-talk-turned-blog-post, I'm ready to start writing. Are you?
Do you have any tips about writing non-fiction that you'd like to share?
by LuAnn Schindler. LuAnn writes a weekly column about her home state, Nebraska. You can find out more at her website http://luannschindler.com or follow her on Facebook or Twitter - @luannschindler .
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Terrific post, Dorothy. I like to think that I write about BIG ideas decorated with facts. The facts or "factoids" are details born of incredible intense observation and experimentation. In science, it is the cumulative observation of myriad details that lead to the great generalizations of science also known as "inductive reasoning" going from the specific to the general. In writing it is all about "show, don't tell."
So it is, Vicki. I read a wise phrase in a blog this week that says 'show don't tell' in different words, maybe not always applicable to science--"Write to express, not to impress." But it can certainly apply for writing such as my books, if I'm talking about traipsing through the rain forest or some such activity.
How nice of you, Dorothy, to quote from The Big Burn. I have an older copy of the book, and found it to be a fascinating story with an engaging style. It was my bedside book for a week. It didn't hurt that I wanted to be fire ranger when I was a kid. And I connected to your post because I'm
a former horticulturist. Every post is a gem.
MJ Wentz (lurker and fan)
Wonderful post, Dorothy - and you practiced what you preached! Love the arnica photos.
I loved hearing from you, Fortunate One; I feel fortunate to be in a critique group with Jeanette. She always has great comments on the work of others, and it's always a pleasure to help her hone her work as well. I'm going to copy your comment to her; she will surely appreciate it!
And Gretchen--I can't resist with the camera; it goes everywhere with me! Thanks for the comment.