My Thoughts About Writing, Revising, and Finding Your Genre

One of my guided writing mentees recently sent me a list of terrific interview questions, and she gave me permission to share them, and my answers, with you! I hope these thoughts might be useful or motivating. I would love to hear your comments and answers to these questions below! 

You can also read my thoughts on teaching creative writing here.

My writing desk

When you are writing, do you think about the age differences of your readers? If so, do you have to change anything to make it more age appropriate? 

Usually, I do not think about the age differences of my readers when I am writing the first draft of my story. I prefer to let the story flow out of me as it feels most natural, and not to think too much about ANYBODY reading it -- that sometimes causes me to worry and freeze up and get writers' block. Revising is when I think about my intended audience and the possible ages of my readers. Since I do not write horror or crime novels, I have never really had to worry about inappropriate violence or anything like that. In my latest novel, I did go back through and scale back some of the adult language and sexuality, since the book is intended for a teenage audience.

Was there a teacher in the past that inspired/pushed you to write, or did writing just come naturally? 

I have been fortunate to have many wonderful teachers who have been SO supportive of my writing over the years! I would say my answer to your question is both -- I was inspired by teachers, AND writing came naturally to me. It’s funny, but looking back it’s difficult for me to remember a time before I loved to write! I learned to read when I was four years old, and I gobbled up books. Like many kids, I made up stories; I was compelled to write my stories down. I think this was largely due to my dad being a writer. Every night, my parents would read me bedtime stories, and every morning I would come downstairs and see my dad writing. As a result, I was very aware that someone had written the books I so loved to read. And I decided that I wanted to be someone who writes books for other people to enjoy.

My dad remains the first person who reads my work. His feedback and encouragement are invaluable. I remember when I was little, he would let me type out stories on his computer once he had filed his column for the day -- how special that was! Also, when I was in the first and second grade I was lucky to have an amazing teacher, Diane Sather, who encouraged my love for writing. I remember she had me read one of my stories to the class. I got such a burst of joy from sharing what I had written with others. It never crossed my mind to just write for myself.

How long does it usually take for you to revise your writing or do you just write it and send it off? 

I ALWAYS revise my writing! I think writing without revising would be like trying to play a sport with your shoes untied. You should use every tool in your writers toolbox to make your writing the best it can be! I like to set aside my rough drafts for a few weeks or even a month, so then I can come back and read it with "fresh eyes" and an open perspective. Often I immediately find changes I wish to make, on the word level and on the bigger plot level -- phrasing that sounds awkward, scenes that need to be further developed, actions that don't make much sense. And just one round of revision is never enough. For example, with my most recent novel, I revised it at least seven or eight times -- all 300 pages! -- and it morphed into a whole new book compared to the rough draft. I spent about one year writing the first draft and two years revising it. Sometimes writers start off not liking the revision process very much, but revising has become something I truly enjoy! It is your chance to make your work better and better, to see the world and characters really come alive. I think rough drafts are when you (or, I should say, when I, because all writers are different and I am just drawing from my own experience) sketch out my ideas with rough lines, and the revising process is when everything gets filled in and becomes real.

Do you write in more than one genre? 

Yes, I write both fiction and nonfiction. I would say my "home genre" (where I feel most comfortable and gravitate to most often) is realistic fiction, and more specifically YA realistic fiction. I write short stories for adults as well, and sometimes my fiction crosses over into the magical/fantastical realm. For nonfiction, I most often write short essays about personal experiences I have had, and I also write journalistic articles for magazines and websites. This might entail interviewing people and doing research, which can be a fun break from exploring my own mind and thoughts. When I was younger, I used to write poetry, but I do not write in that genre much anymore.

How did you discover what genre you are best at writing? 

Hmmm... good question! I'm not exactly sure how I knew what I was "best" at writing; I think I simply focused on what genre I enjoyed the most and felt most natural to me. I wrote in that genre the most, and the more you write, the better you become! I also think each idea you have or project you embark on has its own form and genre that feels most natural to the idea itself. For example, sometimes I do not realize I am writing a fantasy story until something magical enters the page -- and it feels like a surprise to me as much as to the reader, but it also feels RIGHT, like it just fits, and I realize that story wants to be magical/fantasy. I just need to listen to the genre of each project instead of trying to force it into a box of my own design. One final thing I would say about this is not to worry about forcing YOURSELF into a "genre box" either -- you are free to write in all different genres and all varieties of projects! Write what you feel excited and passionate about. That is the most important thing.

Do you enjoy teaching other people how to write? 

Oh, yes! It is one of my favorite things. I especially enjoy teaching writing camp and working with talented young writers like you who have a passion for writing and really love writing to begin with. That is my favorite environment to teach in. I have also taught writing to students (for example, as a guest speaker/teacher, a private tutor, and a college writing instructor at Purdue University) who don't really care about writing or want to write. In that arena, my goal as a teacher is to help them see the profound importance of writing and how becoming a better communicator will help them in any field they choose to go into. With all my students, my ultimate aim is to increase their confidence and joy as writers. Teaching writing helps me remember the magic and wonder of the creative process, and my students often inspire me with their enthusiasm and hard work! Also, teaching keeps me honest with my own writing practices. If I am telling students to find at least fifteen minutes to write every day, then I had better be practicing the same advice myself and writing every day, too! :)

Try, Try, Try Again, Try Something New

One of my favorite things is teaching a writing camp every summer in my hometown for kids and teenagers. For a couple hours over two back-to-back weekends, we all sit together in a purple-walled conference room and write. (Still mostly with pen and pencil on notebook paper, although I allow the kids to bring laptops and iPads if they wish. A few do; most opt for old-school notebooks.) I write a prompt on the whiteboard, turn on some Norah Jones or Jack Johnson, and they are off and running.

It’s nothing short of magic, being in that room. It’s calm, peaceful, with a quiet energy buzzing below the surface. You can practically hear the ideas whirring around the room, as surely as you can hear the pencils scratching their ways across sheets of paper. You can feel the ideas, swirling around. This is perhaps my favorite thing I have ever created, my proudest accomplishment—this classroom of young writers.

My writing campers inspire me in so many ways. They are passionate, driven, unabashedly enthusiastic. They are ambitious. (Do you know any 9-year-olds writing 300-page novels? I do!) They are creative, and well-read, and perceptive, and supportive of each other.

Perhaps most of all, these young writers inspire me with the way they embrace new challenges and take risks in order to push themselves to grow. I have taught writing classes for adults as well, and always need to plough through much more resistance before getting down to business. As adults, we too often become set in our ways. We become afraid to try something new because we might not do it the “right” way – we might make mistakes, do something wrong, have to stumble our way through a learning curve. Kids, in general, seem much less concerned about stumbling.

Time and again, I present to my young writers an utterly new idea or wacky concept, intended specifically to push them out of their comfort zones. And what do they do? Embrace the new challenge. They dive right in. My writing campers are adventurers. They explore.

One small example is an activity relating to structuring a short story. My only guideline is for them to try something they have never attempted before. Write a story in reverse chronological order, from the ending to the beginning. Write a story with alternating perspectives of two characters. Write a story from the perspective of an animal, or an insect, or an inanimate object. Write a story in poetic verse.

My amazing students try it all. They inspire me with their bravery. The way they eagerly raise their hands to share the yearnings of their hearts and minds, ideas that they only just scribbled down onto paper moments ago, their just-birthed words still fragile and new—nevertheless, they are unselfconscious and unselfish in their sharing. They are generous, both in confidence and in spirit. When do we lose this, us grown-ups? When do we cross that threshold and become shy, stifled? Why are we so terrified of looking foolish that we keep our voices silent? Why do we stop daring to try?

The inspiring and beautiful book a picture is worth: the voice of today's high school students(Arch Street Press) is an anthology dedicated to the importance of sharing our voices, of being brave enough to shed light on our stories and bare our truths to the world. Featuring personal narrative essays from high school students at the I-LEAD Charter School in Reading, Pennsylvania, each essay in this book is brimming with meaning and relevance -- not only to students and teenagers of today, but for adults as well.

In the book's introduction, David Castro and Alisa del Tufo write:

"By sharing these stories brought to life through the faces and voices of our young learners, ILCS expects to inspire new learning and new educational pathways for their peers. In studying the personal narrative essay, we must question why it should be necessary to reach far away -- to places remote in time and culture -- for strong examples of the essay form. We can make a different choice that contributes highly relevant and engaging content to present school curricula. Powerful stories, shining examples of the personal essay, arise within challenged communities; they spring from the minds and hearts of the learners themselves. We know why. Art and genius beat in every human heart."

Art and genius beat in every human heart.

I could not agree more. We all have the capacity to write down our own stories, share our own lives, create our own magic. You don't need to be a writing camper to do so. You don't need anyone's permission. All you need is a pinch of bravery and the willingness to try, and try, and try again, and try something new.

I don't know about you, but I'm going to smooth a fresh new page in my writer's notebook, turn on some Norah Jones, and get to work writing what matters to me.

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.

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

Get Organized This Year!

My semester -- both as a teacher and a grad student -- starts tomorrow. As exciting as a new semester can be, like a blank page of possibilities and opportunities, it can also be a little stressful. For me, I think a lot of that stress comes from the unknown. What will my students be like? Will I be able to give them the time and attention they deserve? What about my own studies--will I be able to keep up without feeling overwhelmed? Will I manage to carve out enough time to write? And read? And spend time with my friends and loved ones?

One of my writing friends likes to say, "The dirty dishes never seem so important as when I am struggling to write." I know what she means -- when facing the blank page or empty Word document, or when I'm 200 words into my writing for the day and already feeling as empty as my car's gasoline tank, it seems like anything else would be more appealing than staying there in front of my computer screen typing or pressing my pen again and again to the notebook page. When that time comes, and the dirty dishes call, it is best to ignore them. Stay put. Butt-in-chair. Keep writing. In Ron Carlson Writes a Story, he urges that this is when the magic happens -- when you push through the distractions and stay there in the story.

But, after my writing time is over for the day, I'm going to attack those dirty dishes. When I get home, instead of collapsing immediately on the couch, I'm going to take ten seconds to hang up my jacket, put away all the groceries, place my keys in that little dish by the door so I can find them the next day. This year, I am going to get -- and stay -- organized. That is the gift I am giving myself to cut back on stress, to make an already busy semester less hectic than it needs to be.

When my surroundings are neat and free of clutter, my mind feels less cluttered, too. I feel calmer. And the funny thing is, once you get organized, it is easier to stay organized -- it just takes a few minutes every day to keep that way. And really, how much harder is it for me to file that important paper away in my file cabinet than to set it on the kitchen table, where it will continue to take up my mental space before getting lost or buried underneath other stuff, eluding me when I am frantically looking for it weeks later? Answer: actually a heck of a lot easier to just file it away from the get-go.

Today, in between working on my novel, going to the gym, and preparing my lesson plans for the week, I am going to take half an hour to clean out my backpack and purse. I am going to sort through the papers scattered on my desk and kitchen table. I am going to make a list for the grocery store instead of winging it and forgetting something I need.

I am going to get organized, and stay that way!

Interview with Ben Mueller: writer, teacher, runner, and triathlete

I came across Ben Mueller's story in Chicken Soup for the Runner's Soul and it was one of my favorites in the entire collection. Ben says he loves to write inspirational nonfiction stories about his past experiences with sports. He teaches math at the high school and college level and has been involved in running and triathlons since he was nine years old. Today, he has completed more than 400 races from the 2-mile to the marathon. He has a goal of running a half-marathon in every state and so far has checked off fifteen states.

Ben is selling copies of Chicken Soup for the Runner's Soul to raise money for the Healthy Kids Foundation: http://kishymca.org/donate.html. 

Tell us about your story in Chicken Soup for the Runner's Soul. What was your motivation to write this story? How did you go about turning an event from your real life into a short essay?

As a kid, I played just about every sport imaginable -- and years later, I realized how inspirational some of the lessons were and what sports can teach you about life. My mother gave me a Chicken Soup book when I was going through a rough time about ten years ago. One particular story really inspired me and I wanted to give the same gift back to others. I did not think about making a story out of the event until about four years after it happened. I knew there were lots of Chicken Soup books and I visioned one for runners coming out eventually. I really wanted to be part of that book when it came out. As far as writing the essay goes, it was pretty straightforward: basically, I thought about how that event inspired me, outlined the major points, and then wrote each paragraph.

Tell us about your website and blog. Do you have advice for people who want to start their own blogs/websites?

My blog and web site is about bringing my experiences to life. I blog for three reasons: 

1) To keep past memories alive so in later years I can look back.

2) For my family and friends to read about my experiences.

3) So others can see how inspirational running can be. 

I used to just blog about how I felt and did during my races. Now, I am taking it much deeper and am sharing the connections -- socially and spiritually -- that I get from racing. My advice to others is just go out and do it. Capture the moments. You won't regret looking back and remembering all the cool things that happened in the past. In addition, I think including pictures with your writing makes your blog a lot more interesting.

Is there anything you have learned about writing through running? (Or vise versa?)

Yes. I have learned that running is about the journey, not the destination. It is about perseverance, meeting new people, and learning more about yourself. Exercise really engages our brains in ways that non-exercisers don't understand. Some of my best thoughts come while on a long bike ride or run.

What is your writing routine? Do you write every day? Do you have a certain time or place you write?

I always write at coffee shops. I do not have a set time and place to write, but I try to write 3-4 times per week. I also try to update my blog frequently. During the school year, I get busy with teaching so I do not write as much as I do during the summer. I am a little strange in that I do not just focus on one story at a time; I will usually be working on 2-3 short stories at a time. When I write a short story, I always outline first and then write the paragraphs, but I don't always write the paragraphs in chronological order.

What is your biggest advice for kids and teens setting out to pursue their dreams?

My advice would be for teens to just continue to do what they love. I believe that as we grow up, many people stop their passions because other things get in the way. Make time to do what you love to do and don't worry so much about what others think. I always talk about the 4 P's to success -- patience, practice, persistence, and perseverance. I believe this to be so true. You need to vision success before it can be achieved and believe in yourself.

How do you overcome a disappointing race (or, for writing, how do you deal with a rejection letter from an editor?)

I always remember that the only way you lose is if you lack the courage to come out and try. Overcoming a disappointing race is easy because there is always another opportunity the next weekend. Remember that life goes up and down and when you're down... there is always an upswing coming!