Write On! Youth Fiction and Poetry Prizes

Ten years ago, I held the first Write On! Summer Writing Camp for young writers. In the years since: 

• Summer Writing Camp has expanded to two summer weekends with sessions in both the morning and afternoon. 
• I now also offer a Winter Writing Camp. 
• Dozens of students are enrolled in my yearlong Guided Mentorship program. 
• I have been honored to teach hundreds of young writers. 

Many of my students have gone on to publish their work and win writing contests; many have become editors for their high school newspapers and literary magazines; some have even gone on to study Creative Writing and Journalism in college! I am so proud of every single one of the young writers I have had the privilege to meet and teach in the past decade. All these years, one thing has remained the same: my belief in the magic of unleashing your creativity through writing.

Exciting news! In celebration of the 10th Annual Summer Writing Camp—held this year in Ventura, California, on August 15, 16, 19, and 20—I am holding the first ever Write On! Youth Fiction and Poetry Prizes for young writers ages 18 and under!

You can win prize money, books, a free coaching call with me… and you might even become a published writer! Read below for the rules and submission procedures. I can’t wait to read your work!

Prizes in all categories are: 

• First place: $50, a free 30-minute coaching call with me, a signed copy of my book of short stories 3 a.m., and publication of your work on Word Smorgasbord online literary magazine
• Second place: $25, a signed copy of 3 a.m., and publication of your work 
• Third place: a signed copy of 3 a.m. and publication of your work 
• Finalists: publication of your work 

Contest Rules: 

1. This contest is judged BLIND, which means no identifying information should be on your entry. You will submit your name, age and contact information through the submission form. If your name is included on your entry, it will be disqualified. 
2. Word limit: fiction should be 1,000 words or less. Poetry should be 2 pages or less. 
3. There is a $10 entry fee for each piece, or you can submit 3 entries for $25. This helps fund the prizes and the administration costs of Submittable. You also have the option to purchase a copy of Dancing With The Pen II: a collection of today’s best youth writing at the special discounted price of $15, rather than its cover price of $25. 
4. You may submit as many entries as you would like, as long as you pay the entry fee for each piece you submit. 
5. The contest deadline is midnight Pacific Standard Time on Sunday, August 20, 2017 (the final day of this year’s Summer Writing Camp). 

 –> Click here to submit your work now! <–

I can't wait to read your wonderful, beautiful, amazing, brilliant, scary, funny, thrilling, heart-wrenching, goosebump-inducing, magical, lovely stories and poems! :)

Q & A Friday: How to Teach Poetry to Kids

Hi, everyone, and welcome back to Q&A Friday here on the blog! 

So, what is Q&A Friday? Often I get emailed questions about writing, teaching, editing, book recommendations, and general questions about the literary life, and I was thinking that other people might be interested in these questions, too! Q&A Friday is where I will answer one of these questions every other week or so. I hope you find it to be helpful and inspiring! 

 If you have a question, please feel free to email it to me at dallaswoodburn gmail com with "Q&A Friday" in the subject line. Also, if you have thoughts to add to my answers, I would LOVE if you would share your ideas in the comments section below! My aim for this blog is for it to be a positive resource and community-builder for readers, writers, teachers, and book-lovers of all ages! 

Question: I love reading and writing poetry myself, and I have an opportunity coming up to teach a group of kids. I would love to teach a brief lesson about poetry and maybe even write some poetry together, but I have no idea where to start. Do you have any experience teaching poetry to kids? If so, can you suggest any activities that work well?

What a worthy endeavor! Yes, I definitely teach poetry to kids. In my experience, most kids seem to really enjoy reading and writing poetry. One thing I've noticed is that many young kids believe all poetry needs to rhyme, which can be very restrictive when trying to write a poem. So, one of my goals as their teacher is to try to broaden their view of what poetry is and can be. 

Here is a website that I like with different viewpoints from kids of what poetry is: http://whatispoetrytoyou.tumblr.com/ (Note: in the group shots it is hard to read the posters, but if you scroll down a bit you get to singular shots, and some have translations of the kids' handwritten words typed out below the photograph.) 

Perhaps a simple activity you might start with is asking the kids what they think poetry is, and on the board you could brainstorm a list of their responses. In this way, you create a "poetry collage" together! I would encourage you to format this lesson as a discussion among everyone. Instead of telling them what poetry is (or telling them that poetry does not have to rhyme, for example) ask them questions and share examples of different types and styles of poetry. 

Another fun activity would be to write a poem together as a group, or help the kids write their own poems individually. An easy poem that works well for beginning poets is an "I love you" poem. It is basically a series of "I love you more than..." statements, using descriptive language or metaphor, addressed to a person, place or thing. 

When I was in elementary school, I wrote a poem like this for my grandfather "Gramps" which is included in my collection of short stories and poems, There's a Huge Pimple On My Nose:

Dear Gramps,
I love you more than a boxer puppy loves his bark.
I love you more than a loaf of yummy cinnamon bread loves to bake.
I love you more than a gardener loves his red, red rose.
I love you with my whole little-girl heart.
Love, Dallas

Below is a template you could use to help kids come up with their own "I love you" poems:

Think of a person you want to write a poem to. This might be your mom, dad, grandma, grandpa, aunt, uncle, brother, sister, or friend. 

Brainstorm a list of things you like to do with this person. Try to be as SPECIFIC as possible! For example, in “My Monday Guy” the author describes baking “yummy cinnamon bread.” 
 1) _____________________________________________________________ 
 2) _____________________________________________________________ 
 3) _____________________________________________________________ 
 4) _____________________________________________________________ 
 5) _____________________________________________________________ 

Now, brainstorm a list of SPECIFIC things this person likes or that you associate with this person. For example, in “My Monday Guy” the author describes “a boxer puppy” and a gardener’s “red rose.” 
1) _____________________________________________________________ 
2) _____________________________________________________________ 
3) _____________________________________________________________ 
4) _____________________________________________________________ 
5) _____________________________________________________________ 

Go back and read through both your lists. Draw stars next to your favorite four or five items you brainstormed. Now it’s time to weave your ideas together into a poem! 

Title: ______________________________________________ 
Dear _______________________________________________,  
I love you more than ______________________________________________ 
I love you more than ______________________________________________  
I love you more than ______________________________________________  
I love you with my _________________________________________________  
Love, ______________________________________________

Good luck, and have fun! If you liked this poem and activity, you might want to check out my children's book There's a Huge Pimple On My Nose and accompanying Teacher's Guide!

Previous "Q & A Friday" posts:
- How to manage class time as a writing teacher
- How to build a platform as a freelance writer

Q&A Friday: How to manage class time as a writing teacher

Hi, everyone! I have something new that I am excited to debut on the blog today. 

Often I get emailed questions about writing, teaching, editing, book recommendations, and general questions about the literary life, and I was thinking that other people might be interested in these questions, too! So I had an idea to start a new feature on the blog called "Q&A Friday" where I will answer one of these questions every week or so. I hope you find it to be helpful and inspiring!

If you have a question, please feel free to email it to me at dallaswoodburn <AT> gmail <DOT> com with "Q&A Friday" in the subject line. Also, if you have thoughts to add to my answers, I would LOVE if you would share your ideas in the comments section below! My aim for this blog is for it to be a positive resource and community-builder for readers, writers, teachers, and book-lovers of all ages!

Question: When teaching a creative writing class, how do you manage the class time?

My answer: It depends on how long the class is, but I like to mix things up every 20 minutes or so. Usually we do a short "freewrite" prompt at the beginning to get kids in the "writing zone" -- for example, at my Summer Writing Camp, I have a prompt written on the board when kids come in. When everyone has arrived and has written for 5-10 minutes, I give time to share if anyone wants to read what they've written.

Then, we spend another 15-20 minutes or so going over the topic/lesson of that day -- maybe it's a class discussion about favorite literary characters and how we think the writer created such a memorable character, or talking about ways to re-start the story's plot if you're feeling stuck, or a compilation of descriptive-writing prompts to really delve into the setting. It's great to do class brainstorming where you write down what students say on the board so you have a wonderful list at the end full of ideas.

For the remainder of class, I  usually use one or two writing activities/prompts that relate to that topic -- for example, dialogue activities or character-creating activities, with time in between for students to share their writing if they wish. A lot of the younger kids REALLY enjoy sharing and it is a big motivation for them, so if you can it's great to build in that time.

Of course, during sharing it is important to only encourage positive comments and positive feedback. As a teacher, you can set this environment by asking, "What did you like about xxx's story/poem/etc?" and have the class raise their hands to share compliments. It's a great way to build each other up. And of course you the teacher should give them compliments, too! It means a lot to them, believe me. They will be looking up to you!

Teaching Creative Writing

One of my guided mentees recently sent me some questions about teaching writing for a class project she was working on. She asked fantastic questions, and gave me permission to share my answers with you! 

Here are some of my thoughts on teaching creative writing... I hope this post might be helpful or thought-provoking for any of you who teach writing, or are working on writing projects of your own! Teaching writing has, without a doubt, made me a better writer.

Is there a specific way that people should teach the writing process, or are there different ways that can all be good to learn? If there are different ways, what are the best ways to teach it?

Great question! In my opinion, the most important part of teaching the writing process is to be aware of the individual student and what they struggle with. For example, some writers struggle with getting started; others struggle more with editing a completed first draft. So part of being a great writing teacher is helping guide the student through their individual struggles with writing. 

Over-all, I think it is important to allow students to have freedom in the writing process to be creative and to make mistakes -- during first drafts, I tell my students not to “overthink” or be self-critical or worry about spelling/grammar mistakes. Those mistakes can always be corrected in the editing phase, and having your “editing” cap on when you’re trying to write a first draft can be very creatively stifling. I believe people write more and write better when they feel confident, are comfortable taking risks, and enjoy the writing process!

What tips do you give kids who are starting stories?

Don’t think too much -- just write! Tap into your subconscious. Try to start with a BANG! -- skip the “boring” stuff and start in the middle of things.

What tips do you give kids who are developing stories?

If you feel stuck, ask yourself, “What do my characters WANT?” There will likely be at least two characters whose desires are in conflict with each other… and conflict is what keeps plots moving forward.

What tips do you give ids who are trying to finish stories?

It will always be easier to start a fresh new story instead of finishing a story you’ve been working on for a while, but it is infinitely more satisfying to finish a story, so keep plugging away and don’t give up! If you’re trying to finish, don’t introduce any new problems for your characters. Rather, work on resolving the existing problems you have given your characters. Also, be aware that not every problem HAS to be resolved; not every loose end needs to be tied up. Some beautiful stories end with images, a resonant line, or a piece of dialogue that speaks to the overall theme of the story. It’s okay if your reader has some lingering questions, if not every single thing has been answered. In that way, stories are like real life -- we don’t have all the answers, do we?

What are some exercises you give students not just to help them develop a story, but to strengthen them as writers?

• Give students a simple sentence (i.e. “The cat walked across the room”) and have them add adjectives, descriptions, details to make it shine and be memorable.

• Ask students questions about their main character and have them answer the questions as if they are the character. (It is helpful for them to write their answers down rather than just saying them out loud, so they can look back at what they wrote.)

• Have them brainstorm details/descriptions using all five senses and work these details into their story. Often writers use a lot of “sight” details but forget about the other senses!

I think the main thing is to be yourself. Kids blossom for authentic, kind, enthusiastic people. The best writing teachers I have studied under weren't the best because they had all the answers -- the most important thing was that they made me feel excited about writing, like I had something worthy and unique to say.

How is a younger student's thought process or natural writing process different than an older student? (For example, a second-grader versus a sixth-grader?)

Younger kids often write simpler stories (A + B = C) and they usually can’t juggle as many factors in their minds -- character-wise, plot-wise, etc. Thematically, their stories are often more black-and-white, with “good guys” and “bad guys” and less gray area. And that’s okay. These things develop with time. 

I think it is important when teaching writing at any level to let the student write the story he or she wants to write, and not try to change it into the story you want it to be. You can guide them, but it is still THEIR story, and your job as a teacher is to make it the best version of THEIR story as it can be.

Does changing your writing curriculum every so often help with a kid's creativity? If so, how often should you change it up, and how exactly does it help?

Yes, I think it helps -- especially because not every kid will blossom with every activity. Some writers are better brain-stormers, others like more-structured activities, others like less-structured activities. So if you mix it up, it forces kids to try different types of writing and use their brains in new and different ways. I like to mix it up by using a variety of word-based writing prompts, image-based writing prompts, and music-based writing prompts.

Another thing you can do is have students tell a story in a different narrative order; for example, starting at the ending and working backwards to the beginning, or starting in the middle. Or, you could have them take a popular story and write it from a different character’s point of view. (Think: Wicked versus The Wizard of Oz.)

What is the best way to help students when they are stuck?

Sometimes simply having them talk through their ideas while you listen and tell them it’s a good idea is enough to get them un-stuck. I like to jot down notes as they are talking to me, so then I can give them a piece of paper that has all the ideas they were just telling me about. Then I can say, “Look at all these amazing ideas! Now go write these down into your story!” 

Another helpful thing is to set a timer for seven minutes (I’ve found seven to be a good number -- more than five, but less than ten) and tell them they have to keep writing SOMETHING for that entire period. Even if they think what they are writing is silly or stupid, they just have to keep writing. This is a trick I use when I am stuck myself; it's a way to tap into your subconscious, which often helps you get unstuck.

How do I spark inspiration in kids?

I think your energy and enthusiasm will do a lot to make kids feel inspired. You want to set a tone of freedom to be creative and express imaginative ideas. You can also do things like bring in costumes for kids to “act out” characters, or magazines for them to cut out words or pictures that inspire them, or even a “magic writing wand” that you wave over all their heads before you start a writing session. Anything to make the vibe FUN and feel exciting and out-of-the-ordinary is wonderful.

How do I create assignments that will keep them entertained while also helping them learn a wide variety of tools and skills?

I think a great template is to have them read an example of a piece of writing that shows a concept you are trying to get across (i.e. realistic dialogue or vivid sensory details), discuss as a class why this piece is so effective and what is so great about it, and then give them time and space to practice that element of writing for themselves -- making sure you are positive and encouraging, always always! And then afterwards give them time to share their work and give positive feedback to each other, and review again what everyone learned about writing through that activity.

Anything else I should know?

I think the main thing is to be yourself. Kids blossom for authentic, kind, enthusiastic people. The best writing teachers I have studied with weren’t the best because they had all the answers -- the most important thing was that they made me feel excited about writing, like I had something unique and worthy to say.

Six Ways to Raise and Nurture a Young Entrepreneur: A Guest Post

 

By John Hope Bryant

Children are natural-born entrepreneurs. When they're toddlers, they make homemade mud pies and "sell" them to Mom or Dad. As they get older, they start to understand that adults will pay them small amounts of real money in exchange for goods or services, such as a cup of iced lemonade or walking their dog after school.  
 

In 2013, Operation HOPE launched a pilot program in four cities -- Atlanta, Denver, L.A., and Oakland -- to help schoolchildren in underprivileged communities learn the basics of financial literacy and entrepreneurship. In a competition, kids pitch their entrepreneurial ideas to a committee of business leaders, and the winners are given a $500 grant and help in launching their startup businesses.

 

As a result of this "Shark Tank for Kids," Princess, a 6th grader from Oakland, created Sweet Tooth Bakery, which sells homemade cakes and cookies to local shops. Froylan, a senior at Montbello High School in Denver, got funding for Froy's PCs, a computer repair business he runs out of his home. 

 

Their stories, and many others like them, show that kids, when given the education, opportunity, and guidance, can be entrepreneurial successes.

 

Since many schools don't teach financial literacy courses or offer similar opportunities, here are some ways parents can teach kids about money, financial responsibility, and entrepreneurship.

 

Show them how money grows. 

Show your kids why investing in two shares of Nike stock will benefit them more than buying one pair of Nike Air Zoom Flight basketball sneakers. Both cost around $160, but only one of those choices will be worth anything five years from now.

 

Support their natural entrepreneurship. 

A hot dog stand at the school football game, a car-care service, or a lawn mowing job teaches so much more than spending allowance money. When kids start small enterprises, they learn about earning, saving, budgeting, and so much more.
 

Teach them how credit works. 

Kids need to know about credit because it helps them understand how to plan for large purchases responsibly. A kid with little or no money can acquire something she or he really wants. For example, it might involve borrowing money from a parent and then paying off the loan each week with chores after school. 

 

Help them make a budget. 

Teaching kids how to budget gives them a realistic notion of the relationship between work and money, and how budgeting relates so many everyday outcomes, such as having enough for food; school supplies; clothes and shoes; birthday presents;  sports, music, and entertainment; tech toys and devices; and other important parts of kids' lifestyles.

 

Teach them to think big. 

In the most recent Gallup-HOPE Index, more than 87% of youth surveyed believed there was a correlation between how much education they completed and the amount of money they could be expected to earn. Help kids see that the harder they work at doing well in school, the more income and opportunities they'll have later on. 

 

Give them financial dignity. 

Kids who grow up in households where parents live under the constant threat of having their car repossessed or their utilities turned off intuitively see the relationship between finances and dignity. No one should have to make a choice between buying food and paying the rent. Help them understand that check-cashing joints or pawn shops take advantage of people who don't or can't belong to traditional banks or neighborhood credit unions. Help them start a youth savings account, where they sock away $5 a month.

* * * * * 

John Hope Bryant (www.johnhopebryant.com) is founder, chairman, and CEO of Operation HOPE, a nonprofit banker for the working poor and struggling middle class, which provides financial literacy for youth, financial capability for communities, and financial dignity for all. His bestselling book, How the Poor Can Save Capitalism: Rebuilding the Path to the Middle Class (Berrett-Koehler, 2014) builds a compelling economic argument for investing in America's least wealthy consumers--and presents practical, positive solutions, with case examples of individuals and companies doing it successfully.

Seventh Annual Summer Writing Camp is Open for Registration!

This year is the SEVENTH ANNUAL Write On! Summer Writing Camp!

What: Students will have FUN while learning how to improve central components of their writing, including dialogue, characterization, plot and setting, through various creativity-inducing writing exercises.

Who: Students ages 8-18. Poets, playwrights, short-story writers, future novelists – all are encouraged and welcome to join!

When: The weekends of July 19 & 20, 26 & 27. There are two time sessions available: mornings from 10 am-noon or afternoons from 1-3 pm. It is perfectly all right if you can only make one of the weekends, or even just one day — I’d love to have you join us!

Where: In the conference room of Jensen Design & Survey in Ventura at 1672 Donlon Street (near Target).

How: If you’re interested in getting signed up, simply download, print and send in the PDF of the registration form (link below). There are early-registration and sibling discounts available! Proceeds benefit Write On! For Literacy, my organization that empowers youth through reading & writing projects including an annual Holiday Book Drive for underprivileged kids.

Download the registration form here: http://writeonbooks.org/?page_id=2

Price breakdown: SPACE IS LIMITED!

Early Registration Special (before June 30)
All four sessions: $125.00 – BEST VALUE!
Three sessions: $100.00
Two sessions: $80.00
One session: $40.00

Regular Registration (after June 30)
All four sessions: $150.00 – BEST VALUE!
Three sessions: $125.00
Two sessions: $100.00
One session: $50.00

Hope to see you there!! 

Write On's Sixth Annual Summer Writing Camp is Open for Registration!

This year is the SIXTH ANNUAL Write On! Summer Writing Camp!

What: Students will have FUN while learning how to improve central components of their writing, including dialogue, characterization, plot and setting, through various creativity-inducing writing exercises.

Who: Students ages 8-18. Poets, playwrights, short-story writers, future novelists – all are encouraged and welcome to join!

When: The weekends of June 13 & 14, 20 & 21. There are two time sessions available: mornings from 10am-noon or afternoons from 1-3pm. It is perfectly all right if you can only make one of the weekends, or even just one day — I’d love to have you join us!

Where: In the conference room of Jensen Design & Survey in Ventura at 1672 Donlon Street (near Target).

How: If you’re interested in getting signed up, simply download, print and send in the PDF of the registration form (link below). There are early-registration and returning camper discounts available! Proceeds benefit Write On! For Literacy, my organization that empowers youth through reading & writing projects including an annual Holiday Book Drive for underprivileged kids.

Download the registration form here: http://writeonbooks.org/?page_id=2

Price breakdown: SPACE IS LIMITED!

Early Registration Special (before June 30)
All four sessions: $125.00 – BEST VALUE!
Three sessions: $100.00
Two sessions: $80.00
One session: $40.00

Regular Registration (after June 30)
All four sessions: $150.00 – BEST VALUE!
Three sessions: $125.00
Two sessions: $100.00
One session: $50.00

Hope to see you there!! 

NYWC Ten Under Ten

I'm really delighted to be sharing these poems with you all today as part of Write On's partnership with NYWC and their Ten Under Ten Series. I know you will enjoy these amazing poems written by kids under ten years old:

Ears Everywhere
by Amaraa F. Harris, Age 8

My dad’s ears are like eggs
that’s alive. My mommy’s ears are
as beautiful as a tree blowing in
the winter. My grandma’s ears are
as silky as grass.
But my ears are
weird. They feel like
elf ears. They hurt when the
wind blows. But when I move
my mouth
my ears move too.

When the wind blows
it’s like they try to tell me
something.

But ears
are
Special.

My sister’s ears
Are an oval that will never stop.

That’s special.

This poem was contributed in 2005 by Amaraa F. Harris when she was eight years old and appears in Making the Trees Shiver: An Anthology of the First Six Years of the Fort Greene Summer Literary Festival. You’ll find this and other poems from the Fort Greene Summer Literary Festival in the NYWC Bookstore.

* * *

A Stringy Coconut
by Maya Kushnick, Age 7

This coconut looks like a hairball from a cat. (Even though I never saw one before.) It is an asteroid with rings on it. Is it heavy? Is it light? Don’t know! Bumpy, lumpy it hurts a lot. Mmmmm. Yummy, milky. Why did it fall on my head, off a tree? This someone has a big Mustache! What a nice hairdo. What a stringy coconut.

Maya Kushnick is a member of the NY Writers Coalition youth workshop Ridge Kids, which meets every Thursday at Brooklyn Public Library, Bay Ridge Branch. Click here for more information on NYWC youth programming.

* * *


Dead Rat Hamburgers 
by Tiffany Wong, Age 8

Materials
1. 18 dead rats
2. 2 hairy tomatoes
3. Bleu cheese
4. Moldy bread
5. Blood (optional: shoot a person with a bazooka gun to get the blood.)
6. Grater
 7. Bowl
8. Spoon
9. Hair

Steps
1. Grate bleu cheese and drop 3 gallons of blood into the bowl
2. Dice tomato
3. Wash dead mice or rat in blood*
4. Cook rats
5. Put everything together
Stink up and enjoy!
*Do not dry

“Dead Rat Hamburgers” was contributed in 2006 by Tiffany Wong when she was eight years old and appears in If These Streets Could Talk: Fiction & Poetry from the NY Writers Coalition. You’ll find this and other writing from our youth program in the NYWC Bookstore. 

* * *

Pretty
by Cindy Lei, Age 7

I am from New York City
I am from brushes with daisies
I am from big white dumplings with things inside
I am from long pink dresses that I wear for dances.
I feel excited when I am wearing the pink dress.
I am from fudge
I am from congratulations and happy birthday.
I am from presents, medium-sized in a blue box with a pink
ribbon.
I am from fresh air.

I am from quickly-spoken Chinese.
I am from the stories I write, stories with problems.
I am from little and big sisters.
I am from Chinatown where there are interesting signs
and English-speaking people can’t understand.

“Pretty” was contributed in 2006 by Cindy Lei when she was seven years old and appears in If These Streets Could Talk: Fiction & Poetry from the NY Writers Coalition. You’ll find this and other writing from our youth program in the NYWC Bookstore.

Write On's Summer Writing Camp!

This year is the FIFTH ANNUAL Write On! Summer Writing Camp!

What: Students will have FUN while learning how to improve central components of their writing, including dialogue, characterization, plot and setting, through various creativity-inducing writing exercises.

Who: Students ages 8-18. Poets, playwrights, short-story writers, future novelists – all are encouraged and welcome to join!

When: May 19 & 20 and May 26 & 27. There are two time sessions available: mornings from 10am-noon or afternoons from 1-3pm. It is perfectly all right if you can only make one of the weekends, or even just one day — I’d love to have you join us!

Where: In the conference room of Jensen Design & Survey in Ventura at 1672 Donlon Street (near Target).

How: If you’re interested in getting signed up, simply download, print and send in the PDF of the registration form at www.writeonbooks.org. There are early-registration and returning camper discounts available! Proceeds benefit Write On! For Literacy, my organization that empowers youth through reading & writing projects including an annual Holiday Book Drive for underprivileged kids.

Hope to see you this summer!

Review of Moon Over Manifest by Clare Vanderpool

Moon Over Manifest by Clare Vanderpool

What drew me in right away was the voice of Abilene Tucker, the book’s spunky, curious, and honest young narrator for the present line of action. In the acknowledgments at the end of the book, Vanderpool thanks her grandparents, whose voices were in her head while writing: “Their voices and their stories, which I heard as a young girl, are the heart and soul of this book” (349). It is a book that begs to be read aloud. The voice sweeps the reader into the world, and it is not long before Abilene seems like a friend we know well.

In addition, I was greatly impressed by the way Vanderpool weaves history into a highly engaging narrative. By choosing to set the “present” storyline of action in 1936, and the past in 1918, Vanderpool is able to paint a vivid portrait of two distinct periods in U.S. history. In the 1936 storyline, Abilene thinks of 1918 as being in the distant past; for today’s young readers, who likely think of both 1918 and 1936 as a blurred "looong time ago," this subtly pushes them to consider the many different periods of the past, and that their grandparents and great-grandparents were once children like Abilene (and readers themselves.) The historical framework is reinforced by Vanderpool's choice to use newspaper clippings and letters home from World War I to tell the story in addition to a more straightforward narrative.

Other books by Clare Vanderpool: "Navigating Early" is forthcoming

Themes/motifs: the importance and healing powers of storytelling; collective memory; love of family and friends; home is “not down on any map; true places never are”; history: World War I, Great Depression, Prohibition/Temperance Movement, immigration, mining community, small town life

Teaching idea: Ask students to become historians themselves by writing down an oral history narrative, much as Abilene does in the novel. They could talk to their parents, grandparents, aunts, uncles, or even visit a nursing home and talk to residents there. What was life like for them as children? What are some funny stories they remember from growing up? Ask students to write one of these stories down, as if they are Miss Sadie divining the past, or Abilene piecing together the information she hears about Jinx/Gideon.

View all my Goodreads reviews

Publication Opportunities for Young Writers

It's been a while since I've posted a list of possible opportunities for young writers to get published. Here is a brief list of some of my favorite literary journals/websites that actively look to publish the work of kids and young adults:

• Cicada: a lit journal for teens: http://www.cicadamag.com/

• Stone Soup: http://www.stonesoup.com/

• Teen Ink: http://www.teenink.com/

• The Young Adult Literature Review: http://www.yaliteraturereview.com/

• Figment: http://figment.com/

Best of luck submitting -- and remember, rejection is something every writer has to deal with and is NOT a measure of your abilities and talents as a writer! The true joy should come from the process of writing and sending your work out there into the great unknown. It can be really fun and exciting to be part of the writing and publishing community by submitting your work, and I encourage all of you to give it a try!

As always, keep me posted, and feel free to leave a comment or email me with any questions or concerns you have. I am here for you!

10th Annual Holiday Book Drive to benefit underprivileged children!

Last year Write On! For Literacy collected nearly 1,000 books (bringing our grand total to more than 12,000 books!) that were distributed to various schools and charities including the Boys & Girls Club, Casa Pacifica, and Project Understanding. Please do your part to help children have a better holiday season. Help beat illiteracy and give the gift that lasts forever: the gift of reading!

About Write On!

"Write On! For Literacy" is a volunteer-run organization founded by author Dallas Woodburn in 2001. The goal is to encourage kids to discover confidence, happiness, a means of self-expression, and connection to others through reading and writing. The Write On! website features writing contests, book reviews, author interviews, writing tips and ideas, and more.

Want to get involved?

• You can mail book donations to the Write On! chapter headquarters: 400 Roosevelt Court, Ventura, CA, 93003

• You can also mail monetary donations that will be used to purchase books to the above address. (Checks made out to Dallas Woodburn.)

• You can start a chapter in your area! Donate books to a local charity -- Boys & Girls Clubs are usually very grateful for donations -- and then e-mail Dallas the total number of books donated which will then be added to our grand-total.

Part II: Interview with Alan Sitomer, award-winning author of NERD GIRLS

Today I am delighted to continue our Write On! interview with award-winning author and California 2007 Teacher of the Year Alan Sitomer. His latest book, Nerd Girls, is available on Amazon here. 

Besides being an author, you are an award-winning teacher. How does teaching influence your writing and the creation of your material?

I show all of my books to real kids first. My students, former students, fans I have gotten to know from around the country, they all get to check out my books hot off the press before anyone else gets a chance to see them. That means before my literary agent. That means before my editor. That means before anyone in the adult world who works in “the publishing industry.” Real kids are my readers and if they don’t like something – if they don’t laugh, if they don’t cry, if they don’t approve – then it doesn’t really matter what the adults think.

Kids are my best, and toughest audience. If my books flies with them, then I know I am good and I’ll go ahead and take it to the next level and begin to show it to the people in the publishing industry. But if I do not get their seal of approval, I stop, listen to their feedback and go back into the piece to go make it work. It’s probably why my fans are so loyal; they know that I respect them and I listen to them and I like them.

Kids who read my books can know that other kids have read them first and given the “Thumbs Up!” sign. I really think that is an important element to my work.

You often talk about “puttin’ the fun” in reading, writing and school. Why?

Let’s be honest: sometimes school can get SO BORING! And there’s no reason for it. But still, grumpy adults sometimes send the message to kids that life is to be serious, serious, serious and humorless, humorless, humorless.

To them I say BLAAAAHHH!

Students are at their best when they are enjoying what they are doing. Students will read more books when they like what they are reading. Students will learn more about a subject when they like what they are learning. Students will try harder to do a good job on the work they are being asked to do if they like the work that they are doing.

That’s my belief and I am sticking with it. (Besides, I was named California Teacher of the Year so ya might think I know just a wee little bit about this stuff, huh?)

Of course, there is a time to be serious. But being serious does not mean that you can’t enjoy yourself. Of course kids have to realize that there are some things in life you just have to do - and do well - even if they are not “fun.” I get that. It’s called reality and the bigger point of school is not to be entertaining. But for the most part I’ve found it’s actually quite satisfying to work really, really hard on something that challenges you deeply. Finding the joy in the challenge is what brings out the best in us.

However, sad to say, it seems as if some schools have forgotten this. Not all – and if you have a teacher that tries hard to make learning fun and meaningful and exciting and interesting – consider yourself lucky. Why? Because I’d venture to say that teachers like this eventually end up teaching you a great deal. School is not a comedy club, but it’s not a funeral home, either, and I believe that a classroom without laughter is a classroom that is not operating at its highest possible potential. Before kids are students, they are people and people need to laugh much like they need to eat and breathe and love.

Just to be clear, I believe that working hard is important. In my classroom, I have little patience for goof-offs but I have a lotta love for kids who put good ol’ fashioned positive energy into their efforts. My belief is that you are not enjoying the work, you probably aren’t going to learn as much as you would if you were enjoying the work. Plus, you are much more likely to try harder when you care about and enjoy what you are doing. Making reading enjoyable and making writing enjoyable makes better readers and writers.

Fun is my secret sauce. It works!

What else can we expect from Nerds Girls beyond this first book?

There is all kinds of crazy, fun stuff right now. I’ve built a game. I’ve created some author videos. There’s a Nerd Girls comic.

All free for anyone who wants them.

Of course, there’s already Hollywood talk of a movie and a TV show and clothes and merchandise and blah, blah, blah. (www.TheNerdGirlsWorld.com is the home base for information about all of this stuff.)

But for me, it’s all about the core material right now. Nerd Girls Book II is on its way and beyond that there are a few more surprises in the works.

All in all, I guess it’s just about making sure to have fun, work hard and continue enjoying all the great kids I get to meet who have become fans of my writing. Of course, the teachers and the librarians are great, too, but it’s all about the kids. Their approval means the most to me.

And really, how ridiculously lucky am I to have it? As I tell folks all the time, it’s quite healthy to channel your inner nerd. That’s all I am doing right now. It’s good for the soul.

If you missed Part I of my interview with Alan, check it out here.

Links:

• Alan's official website: www.AlanSitomer.com
• Nerd Girls books: www.TheNerdGirlsWorld.com

Part I: Interview with Alan Sitomer, award-winning author of NERD GIRLS

Alan Sitomer is California’s 2007 Teacher of the Year. In addition to being an inner-city high school English teacher and former professor in the Graduate School of Education at Loyola Marymount University, Mr. Sitomer is a nationally renowned speaker specializing in engaging reluctant readers who received the 2004 award for Classroom Excellence from the Southern California Teachers of English and the 2003 Teacher of the Year honor from California Literacy. In 2007, Alan was named Educator of the Year by Loyola Marymount University and in 2008 The Insight Education Group named him Innovative Educator of the Year.

Mr. Sitomer has also authored 11 books to date for esteemed publishers such as Disney, Scholastic, Penguin/Putnam, and RB Education. These include six young adult novels, three children’s picture books, two teacher methodology books, and a classroom curriculum series for secondary English Language Arts instruction called The Alan Sitomer BookJam. In the past he’s been honored by the American Library Association (the A.L.A. named Homeboyz a Top Ten Book of the Year 2008, receiving the prestigious ALA Quick Pick Recognition for young adult novel which best engages reluctant readers) and within the next 18 months Alan will have four new titles hitting the shelves.

Mr. Sitomer is currently on sabbatical from the classroom as he works to re-shape literacy education through policy dialogue, professional development workshops, and authoring new materials for classroom use. He was kind enough to fit an interview with Write On! into his very busy schedule to talk about his newest release, NERD GIRLS, released last month from Disney books.

Alan, it is truly an honor to have you here today! What inspired you to write Nerd Girls?

There are a variety of reasons why I wrote Nerd Girls. Number one, I’m sorta a dork. I mean, I like reading, I like writing, I like learning about things that interest me and I love teachers and librarians.

Plus, I’ve been known to embarrass myself now and then. For example, I once gave an oral report in front of an entire class with my fly unzipped. I thought people were laughing at my ingenious use of comedy. Instead they could see my tightie-whities.

Oy vey!

Of course, when I was a kid in school this made my life kinda tough but once I realized that I am what I am the world got a lot easier for me. I wasn’t cool, sexy, the class president, or voted most likely to conquer the planet. I was awkward with members of the opposite sex, laughed like a goofball, and there were times when I felt like the loneliest person on the planet.

Add it all up and I was a nerd.

Then I realized, once I got older, that there are more of “us” than there are of “them” anyway so I decided to channel my inner nerd and put some smiles on paper. The result was this book and it’s been received really, really well. (Hey, people like to laugh.) I’m very proud of the work and plan to do more.

Nerd Girls is your first comedy. How is writing comedy different than writing in other genres?

Writing comedy is very different in some regards and yet, writing comedy is very much the same as all other genres of writing. For example, when you write action adventure, you have chase scenes where the bad guy hotly pursues the hero in fast paced, breathless action. In comedy, somebody farts. Or bonks their head. Or farts while bonking their head while being hotly pursued by a bad guy in fast paced-breathless action.

As you can see, it’s an art.

However, the rules of good writing still apply. You must have a protagonist with a goal who wants something. And that protagonist must have stuff that gets in their way which prevents them from obtaining that which they want.

Stories are all about protagonists taking meaningful journeys. And we love stories so because all of us are taking our own journeys right now. We identify with people who get into trouble, people who have a crush, people who screw up BIG TIME and people who pull a rabbit out of their butt at the very last minute and save the day in a way that proves, “Ya know what, I actually have something good to offer this world after all. So NAH!”

And then they fart and then we smile and then we realize that the characters in the books we read and love are actually our true friends. They are people who understand us, people who inspire us and people who make us realize that doing good things and living in a good way makes us feel good on the inside.

Really, what beats that?

Where did the kooky characters in this book come from?

The first kooky character is probably me. I just love to laugh. Basically, my rule is, if the book doesn’t make me laugh, then why in the world should I expect that it’s going to make anyone else laugh, either? This means that while I was writing Nerd Girls, I was laughing a lot.

Out loud.

All by myself.

In a room with no other human beings. Just me sitting behind a desk laughing out loud with no one else around.

They lock people up for that kind of stuff.

Also, some parts of the book were written when I was sitting on airplanes on my way to go visit a school and talk with the kids. (I do that a lot.) This means I’m the loony guy chuckling out loud to himself on a crowded airplane where no one else ever gets to see the joke or learns what’s so funny.

I’m used to people staring. But hey, whatever works, right?

Of course I draw my inspiration from other people, too. Lots of real people. Real kids especially. Here’s a practice test.

1) Think of a dork you know.

2) Now think of that person doing something dorky.

3) Now think of that person doing something dorky while thinking to themselves that what they are doing is not dorky at all but rather totally normal behavior.

That right there is how my characters are born. Some people are just downright funny. I put those people in my books. See… simple.

I gotta admit though, I think I was born with a weirdo magnet in my body because kooky, nutty, dorky, oddballs just seem to find me. When I was a kid in middle school, I knew people who smelled their belly button lint. When I went to college, I knew a person that ate their cereal with Coca-Cola instead of milk. Now, as an adult, people who own hairless dogs sit next to me and just start conversations for no reason at all.

Like I said, it must be a magnet. But when you are a writer, it comes in handy.

Indeed, all of my characters are fiction. But really, they’re not. They’re just people I know or see or meet with a few name changes. After all, why invent dorks and nerds and doofuses when there are dorks and nerds and doofuses all around us?

In Nerd Girls the good guys win but also, they don’t. Why write a book for kids that is layered with complexity like this?

Look, kids today are smart. Wicked smart. And writing neat little sweet stories that wrap up like perfect little fairy tales is hardly the way the real world works.

Now, I don’t want to give anything away about the book for those that have not yet read it but are planning to, but twists are important to good books. It’s part of the magic that makes them memorable and while I wanted to write an LOL comedy – which I kinda believe I have – I also wanted to make sure today’s young readers didn’t feel as if I was writing down to them or not respecting their cerebral abilities. Like I said, kids today are smart and sure, they want to laugh, but they also want to be challenged and appreciated for being more intelligent than so many adults often believe they are.

Nerd Girls is layered and complex because today’s young people are layered and complex. But today’s young people also have a wonderful sense of humor. They love to laugh.

And so do I.

In a way, this laughter is where we all get to meet.

# # #

Check back tomorrow for PART II of my interview with Alan Sitomer!

And in the meantime, for more information about Alan, please visit his official website at www.AlanSitomer.com.

Summer Writing Camp a Great Success!

The first weekend of Summer Writing Camp was a huge success! I feel so privileged to work with such amazing, talented, imaginative young writers. They inspire me to no end with their creativity and, even more important, their respect and kindness to each other. Here are some pictures:

The wonderful morning session

The delightful afternoon session.

Camp will be held next weekend as well -- there are still spots available if any young writers in the Ventura County area would like to join us! Learn more at www.writeonbooks.org/festivalofwriting.aspx.

Interview with Daniel Williams

Today we continue our Dancing With The Pen blog tour with an interview with young writer Daniel Williams. Daniel is an eighteen-year-old 12th grader from Fort Wayne, Indiana. In addition to writing, his hobbies include reading, dancing, singing, and riding his bike. He is passionate about giving back to his community and is very active within the youth antiviolence movement. He is a featured young writer in Dancing With The Pen: a collection of today's best youth writing. 

Your piece "Water-Bio Poem" was published in Dancing With The Pen. How did you get your idea for this poem?

It is a sort of autobiography poem I wrote about water where I describe what water is like. It comes naturally to me and I write how I feel. I write mostly about my life.

Have you been writing for a long time?

Yes, I have been writing for eight years. One thing I like about writing is that I can express myself the way I write and feel.

What books do you enjoy reading?

Sharon M Draper, Walter Dean Myers and the late E. Lynn Harris are a few of my favorite authors.

What are you working on now?

I’m publishing my first book titled Brothers Stand Strong. I will continue writing short stories. I plan to down the road do my own writing reality show on YouTube.

Do you have any advice for other writers, or for other young people going after their dreams?

Write what you know and write from your heart. In general, follow your heart with what you want out of life.

Anything else you’d like to add?

Thank you for giving young writers like myself a chance to share our works with the world.

Links:

• Order Dancing With The Pen on Amazon. (It rose to a #2 ranking on Amazon.com in the "literature anthologies" category in its first week of release!
• Please take a few seconds to "like" our Amazon page!
• And, if you have a few minutes and could write a review on Amazon, that would be fantastic! 
• You can also follow Dancing With The Pen on Facebook and Twitter. We're now featured on Goodreads, too!
• Discounted bulk orders are available at the Write On! website: www.writeonbooks.org. 

Interview with Jennifer Gladen

Jennifer Gladen is a children’s author, mother of three and teacher who lives and writes in Pennsylvania. She has written several children’s books, stories and articles, and started her own Catholic e-zine titled My Light Magazine. When not writing, teaching or mothering, she enjoys singing in her local parish choir on Sundays.

It's a pleasure to have you on my blog today, Jennifer!


Do you consider yourself to be a born writer?

Yes! Even as a child, I could always be found writing something. I wrote stories and poems for my teachers. I wrote in my journal every day. In short, it’s always been a part of my life. Growing up, I was a quiet little girl. Writing was my way of communicating with the world.

Did you always want to be a writer?

I sure did! It wasn’t until I took a few courses at the Institute of Children’s Literature that I realized this was something I really could do. I’m grateful that I chose to follow my dream. If I didn’t, I’d be missing out on the greatest career in the world!

Tell us about your children's books.

My first children’s book, A Star in the Night, was released September 30, 2010. It is a Christmas themed story about a boy, David, going home on Christmas Eve. David, accompanied by a shimmering star, encounters three experiences, which change his view of Christmas forever.

My second book, Teresa’s Shadow, was released October 2010. This is a fun bedtime story about Teresa’s furry visitor. Every child once in a while expresses a fear at bedtime. Some fear the dark. Some fear the possibilities of monsters. Some fear both! Teresa’s Shadow takes you through a little girl’s experience facing these fears.

How has being a teacher helped you with your writing career? 

Teaching helped me with my writing in many ways. It's the best research a writer could have. I interacted with children every day. I saw what problems they were dealing with, how they reacted to it, what was important to them. Also, I have worked as an after school leader at the Free Library of Philadelphia. There, I helped students with homework and designed a craft once a week. That has helped me get to know children of all age levels. Currently I work with infants.

My educational training helps me keep my characters real for fiction. I'm more in tune with what situations would apply to certain ages. I've learned how to "make learning fun," which I hope carries over in my nonfiction pieces.

How do you find time for your writing?

When I was home during the day I spent the time the kids were ni school doing my writing. I recently went back to work full time, so it’s a bit more challenging finding the time to write and to tend to the magazine (My Light Magazine). I find myself utilizing time after dinner and on weekends for writing.
However, I try not to waste any moments. Ideas sneak up on me when I'm walking and driving, so I started carrying around a mini notebook.

When my husband has off from work, he knows he has full supervision of the kids. These are my "power writing" days. I try to get as much done as possible because it's less likely I'll be interrupted.

What are you working on now?

My current project is a picture book about a little girl, Olivia, who needs a liver transplant and her brave journey to get it. While many children are wondering if they’ll learn to ride a bike, Olivia is wondering when that life-saving transplant will happen. We see the struggles and complex feelings in which she deals with daily.

This book was inspired by my own daughter who needed a liver transplant. When I looked for good books to read to her, I saw nothing which could help a child of her age cope with this situation. “There should be a book about this,” I complained to my husband. Voila—Olivia was born.

What advice would you offer aspiring writers?

My advice to aspiring writers is to stick with it. Be persistent in your dream. Don’t give up in the face of rejections. Just pick up your manuscripts, dust it off, revise (yes – for the umpteenth time) and send it out elsewhere. This is your dream and your goal. The only one who can assure your success is you.

Contact Jennifer:

• Official website: http://www.jennifergladen.com/
• Magazine, My Light Magazine: www.mylightmagazine.com
• Jennifer's blogs: 
• http://jgladen.blogspot.com/
• http://randomthoughtsaboutgod.blogspot.com/
• http://mylightmagazine.blogspot.com/