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Howdy, Campers!  Happy Poetry Friday...and Happy Internet Day on October 29th!

The Internet: it all began 46 years ago with Leonard Kleinrock

With this post, TeachingAuthors launches a short series celebrating the birth of the internet.  And we want to hear from you: has the internet changed you? In what ways? What comes to mind when you think of the internet?

According to TheInternetDay.com, on October 29, 1969, under the supervision of UCLA computer science professor Leonard Kleinrock, the first message was sent over an internet connection.(Click here for the sound of connecting to the internet via dial-up...)

When I think of the internet, I think of moving to a new town, into our new house and connecting to the internet, in 1994. Not long after, my friend Barney Saltzberg (whom we've featured several times on this blog) and I began to email each other. We could read each other's thoughts--instantly! We could complete each other's sentences!  We could talk deep into the night without speaking! We could collaborate on stories through the air! It was A-freakin'-MAZING.

My. Brain. Exploded.   Were our lives ever going to be the same again?

Mine was not. Not long after, I met Courtney Campbell, who regularly tours schools in Europe. She was incredibly generous, sharing the contact information of her host in Germany. If she had simply given me his snail mail address, I may have stuck that note in my desk and never done a thing about it. Instead, she gave me magic: his email address. I emailed him that evening: "Hello! Would you be interested in having an author visit your schools?"

In the morning, his reply arrived: "How soon can you come?"

And so began several years of my touring schools in Europe. Yup. My life had changed forever.

When I think of the internet, I also think of how each freshly-baked email, each amazing link, each post by every dear friend is a pretty shiny thing which grabs my attention...again and again and again...


...and I see how the very structure of my life has changed since that initial euphoria Barney and I tasted, splashing in the shallow end of the 'net.

When I think of the internet, I also feel weighted down.


These days the internet is an unending desire to send a friendly and intelligent reply to every message in my inbox.

It's perpetually polishing my shiny online portrait.

It's forever unfinished homework.

How did we go so quickly from "Oh, WOW--this internet thing is AMAZING!" to "I can't drive with you to the party tonight--I'll meet you there. I need to finish my blog post and I have too many emails to answer" which--and I swear this is true--I just said five minutes ago (paraphrased) to my husband.
Still, when I think of the internet, I also think of Paul Simon's stunning song (co-written by Forere Mothoeloa), The Boy in The Bubble, on Simon's Graceland album, 1986.

Here is the chorus:


So now,when I think of the internet--when I think of any technology--I may be overwhelmed (a dilemma which the next generation of users will undoubtedly solve) but I'm also singing about Miracles and Wonder.

Are you?

These are the days of miracle and wonder
And don’t cry baby don’t cry
Don’t cry

posted in waves of wonder by April Halprin Wayland

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Howdy, Campers!  Be sure to enter our Paul Janeczko BRAND NEW Poetry Book Give-Away (details below).

Happy Poetry Friday (today's host link is below)...and happy

In honor of USA's annual poetry jubilee, I've invited someone to climb into the TeachingAuthors' treehouse who looks a lot like my co-op roommates in the 1970's.

Who? Why Paul B. Janeczko, that's who--magnificent poet, poet herder, anthologist, author, speaker, teacher, compassionate human and all-round cool guy. (Does this sound a little too fan-girl-ish? Full disclosure: my poems appear in five of Paul's anthologies.) Here's a previous TeachingAuthors post about his beautiful, multi-star-reviewed collection illustrated by Melissa Sweet, FIREFLY JULY--a Year of Very Short Poems.  (And here are all the TA posts which include the tag "Janeczko".) 

Years ago, I was invited to shadow Paul when he visited schools in Southern California.  Paul's a masterful and charismatic teacher, and he spreads poetry like Johnny Appleseed spread his you-know-whats. Paul's collections of poetry and his anthologies make poetry enjoyable and do-able. (


Howdy, Paul! How did you become interested in writing?
I got interested in writing when I was a 4th or 5th grader. Not by writing poems or stories, but by writing postcards and sending away for free stuff. I’d see these little ads in my mother’s Better Homes and Gardens: “Send a postcard for a free sample of tarnish remover.” I had to have it! I had nothing that was tarnished or would ever be tarnished, but I had to have it.  It was the first time that I really wrote for an audience. And I knew I had an audience: I’d send off a postcard and get a free packet of zucchini seeds.
From postcards to post graduate...how did you officially become a TeachingAuthor? That is, tell us how you went from being an author to being a speaker/teacher in schools, etc, if this was your trajectory.
Actually, for me in was more of a coming back to where I started. I started out as a high school English teacher. Did that for 22 years. During that time, I published 8-10 books, but I decided that I’d like to have more time to write. So, when my daughter, Emma, was born in 1990, I became a mostly-stay-at-home parent. Emma was with me a couple of days week and in child care the other days, and that’s when I did my writing and started doing author visits. So, in a lot of ways, it was a very easy transition for me.

I've seen the map, Paul--you're been to a gazillion schools.  What have you noticed as you visit schools is a common problem students have these days? 
One of the main problems that I see is not so much a “student problem” as a “system problem,” and that is that most schools to not give writing the time it needs to have a chance to be good. The time pressure on teachers is enormous, notably when it comes to “teaching for the test.” So, teachers are, first of all, losing time to the actually testing, but they are also losing time prepping their kids for things that they do not necessarily believe in.

Can you hear our readers murmuring in agreement? But--how can you address this?
Because it is a systemic problem, there’s little I can do about as a visiting writer. However, I make it clear to the teachers and the students that our goal in the workshop is not to create a finished poem. That will take time. What I do, however, is usually get the kids going on a few different poems and get the teacher to agree that he/she will spend class time working on those drafts.

You say you get the kids writing poems.  Would you share one of your favorite writing exercises with our readers?
More an approach than an exercise: I like to use poetry models when I work with young readers. I try to show them poems by published poets, but also poems by their peers. When you’re in the 4th grade, Emily Dickinson or Robert Frost may not impress you, but reading a poem by another 4th grader may be just the motivation that you need. And before I turn the kids loose to write, we read the poem, and I give them the chance to talk about what they notice in it. Then we do something a group rough draft so they can begin to see the writing process in action. Then it’s time for them to write. (Readers, Paul has agreed to elaborate on this when he comes back here on Wednesday, 4/8/15 and gives us step-by-step instructions.)



You're so productive, Paul! What else is on the horizon for you?
I am finishing an anthology of how-to poems, which will be published in the spring of 2016, with the illustrator to be determined. And I have 3 non-fiction books lined up for the next three years. Little Lies: Deception in War will be a fall 2016 book. The two after that will be Phantom Army: The Ghost Soldiers of World War II and Heist: Art Thieves and the Detectives Who Tracked them Down. And I’m mulling a book of my own poems. Nothing definite on that project.

WOWEE Kazowee, Paul!  

Since it's Poetry Friday in the Kidlitosphere, would you share with our readers?

This is poem that I wrote for a book of poems and illustrations that marked the 200th anniversary of the White House.

Mary Todd Lincoln Speaks of Her Son’s Death, 1862
by Paul B. Janeczko

When Willie died of the fever
Abraham spoke the words
that I could not:
“My boy is gone.
He is actually gone.”

Gone.
The word was a thunder clap
deafening me to my wails
as I folded over his body
already growing cold.

Gone.
The word was a curtain
coming down on 11 years,
hiding toy soldiers,
circus animals,
and his beloved train.

Gone.
The word was poison
but poison that would not kill
only gag me with its bitterness
as I choked on a prayer for my death.

Abraham spoke the words
that I could not:
“My boy is gone.
He is actually gone.”
And I am left 
with grief 
when spoken
shatters like my heart.

poem © Paul B. Janeczko 2015 ~ all rights reserved
Incredibly haunting, Paul. Thank you so much for climbing up to our treehouse today!  
And readers: remember, we're in for TWO treats:
(1) Enter below to win an autographed copy of Paul's newest anthology, his (gasp!) 50th book, Death of a Hat, illustrated by Chris Raschka.  You can enter between now and 4/22/15 (which just happens to be TeachingAuthors' 5th Blogiversary!)

a Rafflecopter giveaway(2) Paul is coming back this Wednesday to this very blog to explain how he teaches on his poetry writing exercise.  Thank you, Paul!

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