3 Things I Am Doing Today...What's YOUR Fingerprint?

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Howdy, Campers, and Happy Poetry Friday! (The link to PF and my poem are below.)

Today's TeachingAuthor topic is "What are you working on now?" An alternate topic I could have chosen was: "Since the ALA awards were announced this week, what is your reaction as a writer to the success/acclaim for other writers. Does it inspire you, or make you envious?

All last year I was thinking about the fact that we are each a fingerprint. We can only help another so much. Ultimately, each person must discover what works in her life; what her fingerprint is.

So...what am I working on now? You mean, what am I doing today?

Well. 

That's a tough one.

To be honest...

I'm not sure.

I'm so tired of the dead bodies of stories that stretch back for decades. It's not that they are unfinished. Most of them are finished. The problem is that they're not quite right. I listen to my critique group or a workshop teacher or a mentor or my best friend but mostly myself...and know that I haven't quite touched the heart of the story; it doesn't yet move the reader. I haven't gone deep enough.

I hear their comments, each given kindly in the belief that I can fix the story and then--TA-DAH! I'll send it off with a note in its lunchbox to an editor and it will roll back to me on a rose covered float with a publishing contract in hand.

I hear them. I understand that I need to jump from this lily pad to that one, by the far edge of the pond... But I can't seem to make the changes. I don't know how.

photo by me

This is hard to admit!

In my over-thirty year career as a children's book author and poet, I've seriously considered leaving the profession once before.

I remember that I was driving two hours home from ALA in San Diego on a rainy night. I had just come from a private party, celebrating an award for the book of a dear friend. And I was sobbing.

I passed a billboard featuring a beautiful baby. Maybe I should quit writing and adopt a baby, I thought.

I didn't know if I could go to one more conference where there seemed to be so much success. It was if I had stepped into Facebook where only fabulous things happen to people. I couldn't stand it anymore.

That's not exactly how I feel now. I can celebrate other people's success today. I wish I were feeling anger or rage or defiance. I'm not. What I'm feeling is heart-sickness.

So, what am I working on now? Figuring it all out: who I want to be. What I want to do. Whether I ever want to write again. (That last sentence is not exactly true. Keep reading.)

Some of this upheaval is due to the current political landscape. Part of me feels I have to stop my life and help save the world. But maybe part of me wants to do this precisely because that would be easier than wading through my confusion and sadness. Hard to know.

So here's what I'm doing:

1) For today, I am writing one poem and also writing beside my sister TeachingAuthors. I love writing a poem a day, which I've done since April 1, 2010. I send them to my friend and he sends me his. I won't stop writing a poem a day, nor will I stop blogging, which has opened a door for me I didn't even know was down the hallway.

2) For today, I have not quit my verse novel...the one I wrote and which was accepted for publication by Dial Books for Young Readers over a decade ago and then cancelled, and which I've been writing and finishing and rewriting and rewriting and not writing and nearly setting fire to since 2002. It's bubbling just under my skin. For today I am letting it bubble.

3) For today, I am listening to my own fingerprint. Just for today I am not listening to mentors or workshop leaders or best-selling writing books or even my beloved fellow writers. Just for today, I am listening to what feels right for me, teaching what feels right for this class, for this poem, for this picture book, for this novel. Maybe what I write doesn't fit into today's publishing world. And I have zero desire to self-publish. But still I think about my verse novel almost every day. Mostly with sadness, but with a touch of desire. And some small hope that maybe I haven't yet lived the part of my life that needs to be added to it to complete this book. And others, too.

"I haven't yet lived the part of my life..." Yet is a powerful word.

A month after the election, I was reading about the eyes of flies, for reasons which escape me now:

"House fly eyes are compound organs that are comprised of thousands of individual lenses. Compound eyes are capable of detecting both the polarization of light and color spectrums unseen by humans.” http://www.orkin.com/flies/house-fly/house-fly-eyes/

Reading that triggered the poem I wrote that day, which even I don't understand:

WHAT KEEPS ME GOING
by April Halprin Wayland

"Why," asked Sir Spider, "are you an optimist, friend Fly?"

"I've iridescent eyes," said the ever watchful fly...

and then she said, "Good-bye!"

poem (c) 2017 by April Halprin Wayland. All rights reserved.

For today, those are three things I am doing and an odd poem. That's my fingerprint. What's yours?

Thank you, Beyond LiteracyLink for hosting today ~

Posted by April Halprin Wayland with the help of Eli, who slept quietly on his doggy couch while I wrote.

Recap of Our Live, In Person, Teaching Authors' Workshop

Last Thursday, five of the Teaching Authors were gathered together as April posted live from her hotel room at the President Abraham Lincoln Hotel in Springfield, Illinois. As April reported in that post, earlier in the day:

"Two magical, amazing and very smart professors from DePaul University--Roxanne Owens and Marie Donovan--introduced us and moderated our workshop, called Flabby to Fab-y: Writing Workouts to Shape Up Your Curriculum."

In case you weren't there, here's a recap of our presentation, which focused on the theme of exercise (inspired by our Writing Workouts): For the first half of our double session, we discussed common questions related to the five stages of writing:

Warm-up:   How do you prepare students (and their classroom) so they live and breathe and see themselves as WRITERS? (Esther)
Stretching    How do you help students generate/find ideas? (April)
Strength-training   How do you help students shape their ideas into compelling stories? (JoAnn)
Cardio          How do you help students find/create voice for the story? (Mary Ann)
Cool down   How do you motivate students to revise? (Carmela)

 Here's Esther, describing how to create an environment for growing young writers.

Then, for the second half, we offered "Personal Training" small group sessions with individual TAs. The attendees practiced hands-on activities to address these questions:

Esther:   How do you help motivate/engage reluctant writers?
April:      How do you help students discover topics that are meaningful to them?
JoAnn:    How do you help students create believable, well-rounded characters?
Mary Ann:  How do you teach students to incorporate specific details into their writing?
Carmela:    How do you help young writers “go for the burn,” inspiring them to connect with their writing on a deeper level?

 Here's JoAnn, discussing characterization with her small group.

We sure made those attendees sweat! But, judging from the feedback we received, they really did feel "Fab-y!" afterward. Here are a few of the comments:

"Excellent presentation!"
"They should offer this again."
"Thanks so much! You've given me a step-by-step process I can take back to use with my students."
"I can't believe that was two hours--the time went really fast."
"You're all so enthusiastic; your passion for writing really comes through."
"You were obviously having fun."

We really did have fun, as you can see from the photo below.

From left to right: Mary Ann, Esther, JoAnn, Carmela, and April.

We're hoping this will be the first of many Teaching Authors' workshops. To facilitate that, we've added a new link at the top of our Web page, just below our logo. If you click on "Workshops and Visits," you'll see information regarding how to arrange a presentation by one or more of the Teaching Authors at your school or conference. Do check it out!

There's also another new link at the top of our Web page labeled "IRC 'Top Ten Questions.'" That takes you to a page featuring the questions we addressed in our presentation, along with links to corresponding Writing Workouts. (Sorry, I haven't had a chance to post the full ten questions yet, but hope to get to it soon.)

If you receive our posts via email, I hope you'll visit our Web site to see these new pages. And if you're a new visitor to our blog who would like to receive emails of our posts, please see the box in the sidebar labeled "Receive Our Posts Via Email." You'll also see other subscription options below that, including via Google and Facebook.

Finally, if you attended our IRC presentation, please post a comment here telling us what you thought of it. We'd love to have your feedback!

By the way, if you're wondering who won our last giveaway, see my post from Monday. And don't despair if you weren't our winner--you'll have a chance to win an autographed copy of the most recently published Teaching Author book on Friday.

Happy writing!
Carmela

Howdy From the IRC Conference!

Out and About!

Guess what?  Teaching Authors are PORTABLE! 

Today, five Teaching Authors gave a wildly successful workshop (I can say that, right?) at the Illinois Reading Council's 42nd annual Conference, and now we're schmoozing with teachers, attending banquets, and generally having a wild time.  Woo-woo!

Two magical, amazing and very smart professors from DePaul University--Roxanne Owens and Marie Donovan--introduced us and moderated our workshop, called Flabby to Fab-y: Writing Workouts to Shape Up Your Curriculum. 

As "personal trainers," we warmed-up, stretched, strength-trained, cardio-ed and cooled down the attendees...and then awarded them tres cool certificates of completion to hang on their walls with pride.

And yes...we really did teach them one actual physical exercise!  In the break-out sessions we taught hands-on writing exercises.

 

Spring in Springfield, IL is fabulous--wish you were here!

Out and About: Composting Your Notebook

     I began a new Young Writer's workshop this past weekend with some middle schoolers who are pretty sophisticated writers. Excited? You bet I was! These kids were ready for some serious writing work. I passed out composition books and pencils.
     "We are going to keep writer's journals," I announced.
     Silence. Expressionless faces.
     Oops. I recognized my error. In our local school system, journals are used to strengthen writing skills, and focus the student's attention to the subject at hand. Every single day.  By middle school, they are journaling five or six times a day, as they move from classroom to classroom.
      I know that teachers have specific testing goals to meet in spelling, grammar and punctuation. Creative writing?
      Not so much.
      I don't know how our school district fares on standardized writing tests, but I do know one side effect of daily classroom journaling; fear and loathing of "journaling."
     Back to my polite little writers, whose enthusiasm I squashed in the first five minutes by using the "j" word. I backpeddled rapidly.
     "OK, not really journaling," I said. "More like um...um..."
     Great. I'm the writer, and I  can't think of the right word for what I wanted them to do with those composition books.
     "Blogging?" my teenage assistant suggested.
     "Um...no." For one thing, there are no computers available for the workshop.
      I wanted to say "diary," but that's not right either.  Diaries show you just how boring your life is. A day-by-day chronicle of my life reads like the old Cheech and Chong comedy routine about "What I Did on My Summer Vacation." To paraphrase, "The first day, I got up, I got dressed, I ate breakfast. Then I went downtown to look for a job. Day two, I got up, I got dressed, I ate breakfast...."
     In my childhood diaries, I wrote whatever I was thinking or feeling at the moment. Writing them comforted me. I might also add that I was an only child and didn't have to worry about a sibling digging through my inner musings.
     But I digress.  My Young Writers were still waiting for me to say the magic word.
     "Let's notebook," I said.
     Nobody flinched at my use of a noun as a verb. Encouraged, I made up some more "writerspeak." I knew I couldn't use the "p" word, either. (That would be "prompt.") Prompts leave me staring at an empty screen or page, feeling frustrated at my inability to cough up creativity on demand. But I am good at finishing sentences...both my own and those of other people.
     "Finish this sentence," I said.  "Just write the first that you think of.  No hard thinking allowed. Sometimes I wonder...'"
    Scribble scribble scribble.  The writers finished, and looked at me for further wisdom.
    "Now keep writing about that until I tell you to stop. If you can't think of anything, just keep writing 'I can't think of anything to write'.  Sooner or later you will come up with something."
     Yes, this is just another way of re-packaging a "free write." Say "free write" to me and watch me do a Wile E. Coyote, freezing in mid-air, just before i plummet off the creative cliff. Free writes are just a little
too "free" for me, and for most students that I encounter. There should be boundaries. That's boundaries...not walls. Less is more.
     Since I do the exercises along with my students, I wrote the first thing that came to mind....I wonder what it would be like to vacation in space? From there I rambled on about a cruise ship-like space vehicle, with room service and a gift shop that sold t-shirts that said "My parents went to Saturn and all I got was this crummy t-shirt."
     My workshoppers were considerably more serious. Their "wonderings" were about Big Life Issues. Just as I hoped, by the end of the allotted five minutes, they had moved from personal "wondering", to conjecture, which is the step before diving into fiction.
    "Let's do another one," the group chorused. OK, maybe they didn't chorus, but they were certainly having fun. While I never insist that anyone "share with the group" (or even with me, privately) if they don't want to, this group wanted to.  So we shared, and did more open ended prom...um...sentences.
     I've never had so much fun with a writing workshop. At least not one I was leading!
     By the end of the afternoon, each writer had several pages of raw writing, compost for future projects, and the bare bones of a short story.
     And I will never have to use the "j" word again.
     We are "notebooking."

     Writing Workout

     The point of "composting" is not just to give the writer material for future use; it helps to engage the hand and brain simultaneously. That's trickier than it sounds, since most of us are so used to writing on a computer, mindlessly adding, deleting and Spell-checking. As my students complain "My mind works faster than I can move a pencil." Ah ha! That means you have to slow down, and think while you are writing. (Thinking--that undervalued writing skill!)

 Here are some of the open ended prompts I used. The second part of the part of the prompt is always "now keep writing." (Usually for five minutes, depending on the group.)

My favorite food is....   Describe without using the sense of sight.

If I could invite one person to supper, famous or not, living or dead, I would invite.....(I know; this is just a variation of the "who do you admire most?' prompt, but this seems to work better, creatively speaking.)

When I was five, my favorite toy was....

I really wish that...

What really makes me laugh is....

The one thing I could really live without is....
(or)
The one thing I can't live without is...

If could be someone else for a day it would be...


I'd love to hear your open-end prompts. (Sorry, no prize involved here. I'm just interested in hearing from
you.)


What I'm Reading.
Adult Non-fiction: Anne Frank:  The Diary, the Life, the Afterlife by Francine Prose.
YA Fiction:  Purple Heart by Patricia McCormack, Comfort by Joyce Moyer Hostetter,


Mary Ann