How to use this Page

According to most successful authors, the best way to succeed is to plant your tushy in your seat and write. Leslie has been doing that for some years now and is beginning to see the seeds of her labor blossom. Interested in knowing more? Stop by her blog, “Rear in Gear,” at http://zampettilw.wordpress.com. Last week I posted on the Common Core and how it may affect us as children’s writers.

Serendipitously, this week, our principal is meeting with the Learning Leaders (the group with which I volunteer) about how we can support the Common Core Learning Standards (New York’s version) in the school library.

I decided to prepare an example for the meeting, as discussions about the Common Core often get bogged down in bureaucratese or educational jargon.

One of the standards that appealed to me was for the fourth grade.  Rick Riordan’s Percy Jackson series remains popular with our students, and one of the biggest teaching moments for me relates to Riordan’s use of mythology.

The state standard declares (in part):

Determine the meaning of words and phrases as they are: 4. used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, K-5, p.18

While Riordan or Hyperion may well have created a guide for teachers, I came up with my own questions on the fly one day while trying to persuade an avid fan that perhaps she might like to check out a different book that week.  While trying to ascertain exactly what she enjoyed so much about Percy and his adventures, it dawned on me that mythology itself might be the way to channel her interest and coax her to try reading something else. (Luckily,  I had read Riordan’s books myself!)

My questions to this fourth grader were:

1. Who is your favorite character?  Why?
2. Can you tell me who each of the gods and goddesses are?  Can you tell me what they represent?
3. Did you know that the Romans worshipped these gods and goddesses under different names?  That other ancient cultures had similar gods and goddesses?

During our discussion, it became plain that, while Riordan did a great job characterizing the Olympians, my friend knew only the basics about the Greek gods and, indeed, had some questions of her own.  This led me to propose she check out a book of Greek myths and, in following weeks, myths from other cultures.  About a month later, she proudly told me how Zeus related to Thor!

For us as writers, reading over the Common Core Standards and thinking about them can help us enrich our writing.   For nonfiction, perhaps that enrichment is specific: additional materials such as teacher guides, further reading lists, fun quizzes, etc.  For fiction, perhaps it is a reference, a comparison, a metaphor intended to draw the reader deeper, to nudge him to explore other texts.

While it was Joel Stein’s witty article that spurred me to post, another excellent article about the Common Core was published inPublishers Weekly last summer (July, 18, 2012).

PW‘s focus is, understandably, on the exemplars listed in the standards and their effect on publishers, but read closely.  The comments and quotations from educators and librarians provide great guidance to children’s writers looking to understand the impact of these standards.

In itself, the Common Core will have little effect on children.  How it is applied?  That’s the real story.  We as writers should should help drive a positive application by writing high quality fiction and nonfiction that both entertains and educates.  Just as great literature always has.

Leslie Zampetti recently published in Stories For Children magazine is proud to say she is no longer an unpublished children’s writer.  Her current projects include a middle-grade fantasy novel in revision and a YA historical romance. A childhood spent in Hawaii and Florida has this transplanted New Yorker frequently dreaming of sunshine – but she’s enjoying the whirl of the city and its riches, not least of which is the New York Public Library. 

A while back I asked Leslie Zampetti to write an article that could help writers and illustrators apply for grants.  Today Leslie got the job done.  I am hoping that it will help you tackle the opportunity that grants provide. 

Here’s Leslie:

Many writers are intimidated by the process of applying for a grant or award, but really, it’s not that different from submitting work for publication. Too, while winning an award or grant is fabulous, the process of applying itself can improve your writing and bring it to a new level.

Step 1: Research.

Just like submitting to an agent, editor, or publisher, do your homework. Carefully read the application announcement, and make sure your writing fits the requirements for the grant. Check out previous winners’ work when possible. Add the application deadline to your calendar and see how it fits into your usual schedule. Most importantly, take the risk! Don’t talk yourself out of applying. A good friend pushed me to apply for a scholarship to the Highlights Foundation Children’s Writers Workshop in Chautauqua, NY last year whenI felt that others might be more economically deserving. Well, we were both right. I didn’t win a full scholarship – but I did win a partial grant. And I had an amazing workshop experience that has profoundly affected my writing!

Step 2: Choose your piece.

Nearly all grants require a writing sample. Make sure your piece fits the purposes of the grant and its requirements, such as word count, genre, etc. You may find you need to rework a piece or even write something new. Give yourself plenty of time to get feedback and critiques – both on the sample itself and on the application. As with all writing, revision is the name of the game.

Your critique group is a great place to start to get help. I have a few trusted colleagues and friends that I like to ask, outside of my critique group. Often they have a different viewpoint, being less familiar with my current work. Remember, being eternally grateful for help is good, but returning the favor is even better.

Step 3: Practice makes perfect.

It’s tempting to reuse a biographical note or a writing sample, especially if it’s worked before. But this is a great opportunity to practice those marketing skills: writing a synopsis, creating a pitch, developing your profile. Even if you don’t start from scratch, see if you can surprise yourself. Many applications require you to answer specific questions; you can use those as a starting point just as you would a writing prompt.

Step 4: Follow the directions.

Before you begin filling out an actual application, read the directions. Several times. If you’ve questions, contact the the sponsoring organization and get answers or ask a fellow writer who’s applied for the same grant. Make sure every piece of your application fits the requirements. This is not the time to get creative with fonts, spacing, margins, etc. If submission requirements aren’t specified, format your writing as you would a piece for publication: double-spacing, Times New Roman (preferably 12 point), at least one inch margins.

Make sure that when you put your application together that you’ve followed all instructions correctly, including the order in which items are collated, how many copies to be submitted, whether your name appears on the sample or not. Ask a close friend who’s not already familiar with your application to check it – they’ll be less concerned with the quality of your writing and more likely to notice the tiny details, such as whether your pages are