Taking Myself "Back to School"

I've so enjoyed reading my fellow TeachingAuthors' posts about the various ways they continue to school themselves in the craft of writing. Bobby kicked us off by discussing a new book on craft she's studying while also re-reading a favorite classic. Esther shared about being inspired by a new collection of essays from fellow teacher Sharon Darrow. Mary Ann also turns to books for her re-education, not only craft books but new fiction, too. In contrast, Carla's ongoing education comes from talking to and working with other writers.

So what can I add to this discussion? Well, this fall, I went "back to school" by attending the SCBWI-Wisconsin 2018 Fall Retreat and Conference held in Green Lake, WI. I was invited to attend the conference as a presenter on a panel discussing "The Truth of Creating: Rejections, Waiting, Perseverance and Inner Critics." You can see the panel participants in the photo below.

Left to right: me (Carmela Martino), E.M. Kokie, Deanna Singh, Stef Wade,
Joanna Hinsey, and moderator Michelle Houts

But being a presenter didn't keep me from being a student, too. While I don't recall learning anything specifically about the craft of writing, I came away with insights into more productive ways to approach my writing process. For example, one of the breakout sessions I attended was "Come to the Page as You Are … Wired," presented by Genevieve Artel, a creativity coach. I reflected on the impact of what I learned from Genevieve in my latest Creativity Newsletter. If you're not a subscriber, below is the gist of what I said:

In the presentation, Genevieve talked about how understanding our personality type can help us improve our creative life. She notes in the session description:

". . .  every individual is uniquely wired with cognitive preferences, flow states, and strengths. Many of the frustrations we experience on our journey are the result of a perceived set of practices that go against our intrinsic nature." 

I rode to and from the conference with fellow Illinois author Cathy Velasco, who attended Genevieve's session, too. We were both intrigued by the presentation, and Cathy later sent me a link to this piece on The Myers-Briggs Types of 101 Famous Authors. (If you aren't familiar with Myers-Briggs, the article includes a brief explanation at the beginning.) There are lots of online quizzes to determine your Myers-Briggs type, but I've found the results to be inconsistent. That's why Genevieve recommends working with someone like her who's specifically trained to do personality profiles.

However, I have received a consistent result from all the quizzes I've taken regarding one of the Myers-Briggs traits: Introversion vs. Extraversion. The definitions of these words in Myers-Briggs terminology don't exactly match our everyday usage. (Which is why I'm using the Myers-Briggs spelling for Extravert and Extraversion.) For example, I am definitely an Introvert as defined by Myers-Briggs. That doesn't mean I dislike being in groups or public speaking. The fact is, I enjoy teaching and presenting. But I can only be "out in the world" for so long before I start to feel drained. To put this in Myers-Briggs terms, I draw energy from being alone rather than from being around others.

Even though I've known this about myself for a long time, I never thought about what my introversion means to my writing habits. Inspired by Genevieve's talk, I spent some time researching the topic and found a terrific website called Write with Personality by Andrea J. Wenger. On the site, Wegner provides helpful strategies for writers based on their Myers-Briggs personality type. For example, in this post, she emphasizes the importance of what she calls "Playing to Your Strengths." The post links to other articles on the site specifically for either introverted or extraverted writers. Wenger also notes:

"The 'right' techniques are the ones that work well for you, even if they don’t work at all for your coworker or critique partner."

At the SCBWI-Wisconsin conference, Genevieve shared an important tip for Introverts like me: we need to recognize our need to be alone and give ourselves permission to do so. But as Wegner points out here, too much alone time can cause introverted writers to "lose sight of their audience." She provides ideas for how to avoid that problem. Conversely, if you're an Extravert, it may help you to know this tidbit from Wegner; ". . . there are more extraverts in the U.S. population, but more introverts among writing instructors. If you’re an extravert, the natural writing process of introverts may not work well for you at all." I'm glad that even though I'm one of those introverted writing instructors, I always tell my students there is no one right approach to writing--you have to find what works for you.

I'm so glad I attended the Wisconsin retreat, and I look forward to continuing my education at future events. The next will be the ACFW Chicago one-day Write to Success Conference on Saturday, November 3, in Schaumburg, IL, which will feature topics of interest to both beginning writers and published authors. In addition to expanding my own education, I'll be presenting on the subject of "Turning Life into Fiction." If you're in the Chicago area, I invite you to join us. Even if you can't attend the conference, you're welcome to browse the free Book Expo that will follow!

See details here.

I'm also looking forward to attending the Windy City RWA retreat Feb. 22-23, 2019 in Naperville, IL. James Scott Bell will be presenting a full-day workshop on "Writing a Novel They Can’t Put Down." Registration is now open if you'd like to join us.

Don't forget to check out this week's Poetry Friday round-up hosted by former TeachingAuthor Laura Purdie Salas at Writing the World for Kids.

And remember to always Write with Joy!
Carmela

3 things I've learned About Conferences & Me

.
Howdy, Campers--and happy Poetry Friday!
(See below for a poem about being a writer by Richard Wilbur and for today's PF host.)

We're in the middle of TeachingAuthors' series on Summer Learning Opportunities.

So far we've heard from JoAnn--who, through her own fascinating Summer Science Experiments, is learning more about hatching monarchs in her backyard; Esther--who's learning about authors from her own fair city (Chicago), discovered four "eye-openingly insightful" blogs, learned about the "3-paragraph query," and how to "attend" the National SCBWI conference if you can't be there in person. Carla shares what she's learned about the unexpected benefits from attending an SCBWI conference, and Mary Ann inspires us with her summer Young Writer's Camp.

As for me, I'm looking forward to being on the faculty of the National SCBWI Conference from July 31 through August 2nd (with intensive workshops available for an additional fee on Monday, August 3rd). Once again I'll be critiquing manuscripts submitted by conference attendees who've paid extra for written and face-to-face critiques.

My very smart friend, author and poet Greg Pincus (who blogs at GottaBook) posted the link to this fabulous blog post on attending an SCBWI conference by art director Giuseppe Castellano...and our own Esther has written what is by now a classic essay on attending an SCBWI conference.

Esther and I come at conferences from two very different perspectives. Basically, She jumps into the fray carrying a bunch of balloons; I get overwhelmed by more than 10 people at a party.

So, here are three things I've learned about conferences (how they affect me and how I cope) in the 24 years I've attended SCBWI in Los Angeles:

1) Be kind to yourself.  This conference can be overwhelming. No--I take that back: this conference is overwhelming. This summer 1000 people are attending from around the world.

A few of the attendees at this year's SCBWI Conference
(from morguefile.com)

We crowd into a posh hotel over a long summer weekend. The excited, anxious, ecstatic, frightened, enthusiastic, vibrating energy of 1000 friendly/shy/talkative/mute children's book professionals and pre-professionals (thanks for that term, Carla!) can be paralyzing.  The air in any hotel over that many days with that many people gets used up. And so do I.

2) Take breaks. I usually stand in the back because there's simply TOO MUCH SITTING!  That's one way I've learned to give my body a break. I've also learned (to my astonishment) that it's okay not to attend every single session. I can actually go outside and gulp fresh air...sit on the grass with my eyes closed for a few minutes. It's amazing how so simple an action as breathing can change my body chemistry.  Ahhhhhh....

No--not me.
(from morguefile.com)

3) And I've learned that some years I just need to be VELCRO®.

from morguefile.com

Although there have been many years I couldn't wait to sign up for the conference, couldn't wait to bond with new peeps, couldn't wait to find out what everyone was doing and share what I was up to, there have been other years, too.

Years when I couldn't figure out how to write that book--the one that was going to put me on the map, years when no one had invited me to submit a poem since the Ice Age, years when I was raw, raw, raw from rejection, Those are the years when I did NOT want to attend that stupid conference.  Nope.  Not gonna do it. And you can't make me.

It's about the shame, of course. I'm judging my insides against everyone else's outsides. It's like that false fog which hovers over FaceBook where I see those sparkling photos and know that every one of my FB friends are completely fulfilled, are always at goal weight, and have (just yesterday) signed a three-book deal.  (It's true--they have, you know.)

That's when I've learned I need to VELCRO® myself to real-life friends at the conference.  Hang with them. Go into the hall with them. Choose whatever breakout session they choose--it doesn't matter. They're my peeps. My buds. The ones who believe in me...and I believe in them. They save me from the darkness every time.

So, if you're coming to the SCBWI conference, please come up and say hello!We can VELCRO® together for awhile.

And Campers--if you are going to any gathering this summer that makes you a teensy bit uneasy, a little bit insecure, maybe the following quote will help. It's helped me.

Just for today, be open to the possibility
that there is nothing wrong with you.

Finally, here is a poem to inspire you:

THE WRITER
by Richard Wilbur

In her room at the prow of the house
Where light breaks, and the windows are tossed with linden,
My daughter is writing a story.

I pause in the stairwell, hearing
From her shut door a commotion of typewriter-keys
Like a chain hauled over a gunwale.

Young as she is, the stuff
Of her life is a great cargo, and some of it heavy:
I wish her a lucky passage.
click here for the rest of this poem

The poetry gods and goddesses bring Poetry Friday to Keri Recommends today. Thanks for hosting, Keri!

posted live from the floor of SCBWI's National Conference in living color and with love by April Halprin Wayland

What Writing Conferences Can Do For You

The topic of a few TA blog posts this summer will deal with conferences and other types of summer learning experiences.  JoAnn Early Macken has a fascinating post about tending monarch butterflies in her garden, Summer Science Experiments.  Since I live in an area through which monarchs migrate, I couldn’t help but wonder if maybe JoAnn’s butterflies will flutter by my house and land on the blooms in my flower bed.   

Esther Hershenhorn detailed some of the great blog posts she is working on this summer in One Writer’s Nuggets from Her Summer… So Far.  Not only does she give lots of wonderful details about Chicago, Esther also talks about SCBWI conferences.   

I attended several national conferences while I was a SCBWI Regional Advisor.  They are an exciting adventure.  It’s great to meet the authors whose books you admire, hear them speak, and buy an autographed copy.   Conferences give writers the opportunity to meet others who share their passion of writing for young readers.   The world of children’s book authors is a friendly place and conferences give you the chance to get to know people from all over the county and the world.  Writers find themselves in the midst of a crowd of people who understand the joy and the rejection of writing to publish. 

Nearly every pre published writer at an SCBWI conference hopes they will make a connection with an editor who will publish their book.  And that is always possible.  But when I look back to my early years as a writer, I see now that the most important lessons I learned at SCBWI conferences did not result in a published book.   One clear benefit is the wonderful friends I made, including Esther Hershenhorn.  For me, another benefit was that I began to see how the creative side of writing must coexists with the business of publishing.   

Conferences teach writers about the craft and the business of writing.  What can be learned at SCBWI conferences can speed up the process of both sides.   Like Joann’s butterflies, change happens and pre published writers change into published authors.   

Whispering Woods

I'm headed off later this afternoon to one of the highlights of my writing year:  the Whispering Woods Picture Book Writing Workshop/Retreat. I'm one of the facilitators, along with my author friend Linda Skeers, so obviously I'm biased, but I urge all of you to someday try an away-from-home writing workshop/retreat. It can be nothing short of life changing. Briefly...

1.  You get to focus solely on your passion – writing for kids – in a warm, friendly, no-distractions atmosphere.

2.  You make new friends (the importance of friendship and support from other writers is crucial, at least for me).

3.  Your work is read and compassionately critiqued by people who understand how tough it is to put yourself out there – they're doing it, too.

My first writing retreat was one sponsored by SCBWI-IL. Technically, it wasn't a workshop, but it was the first time I'd spent an entire weekend focused on my writing, so I'm counting it. I met amazing writers at every turn, people with whom I felt an instant rapport (Esther!). I made a connection with a sweetheart of an editor. But the best, most affecting thing about that weekend? I came away feeling like a writer. For the first time. (People who don't write might not get that, but I know most of you will.) It was almost as though I'd finally been given permission to take my writing seriously. I know, I know. Nobody has to GIVE us permission to follow our dreams, but with a busy husband and three active kiddos, it was way too easy to put my "little hobby" on the back burner. The positive feedback I got on my writing made me realize that a career in children's books wasn't a fantasy.

I've heard great things about on-line workshops. And sometimes those are the best option – maybe the only option – for writers who cannot get away. (I wish the internet had been around when I was starting out!)

I've also heard (or read about online, anyway) writing workshop horror stories about nasty critiquers and jealous/pompous/frustrated instructors, but I believe (hope!) those are rare (or nonexistent) at workshops centered on writing for children.

So if you can swing it someday, go for an in-person workshop. Do your homework first, of course. Look for online reviews of whichever one you're considering. Talk to others who have attended, if possible. Then, when you feel ready, take the plunge.

Truthfully, I get as much as I give at Whispering Woods. Talking about writing all weekend, reading dozens of quality picture books, reading and critiquing the work of others....All that concentrated picture book STUDY improves my own writing as much as I hope attendees are improving theirs.

I love it when everybody wins.

Jill Esbaum
(photos were taken by me on the grounds of the retreat facility here in eastern Iowa where Linda and I hold our workshop)

A Few More Words about Contests

I have the pleasure of wrapping up this series of posts about writing contests. Unlike Mary Ann, I've never won any money in a writing contest, but several of my entries, including the first two I submitted way back in high school, did lead to publication. The poem April shared in her post perfectly captures the sense of elation those publications gave me. In fact, it was that feeling that inspired me to want to become a writer.

As Esther mentioned in her post, I've updated our Links page to include a section on writing contests. I've added a few more since Esther's post, including the Shabo Award for Picture Book Writers. Entry deadline for that one is August 10 this year, so if you're interested, don't delay. And if you know of any contests I missed, please share the information as a comment below.

There's one contest I'd like to discuss here that I couldn't provide a permanent link to because it changes every year, and that's the fiction contest associated with the annual SCBWI Midsouth Fall Conference. Last year, I entered the YA category and was fortunate to receive an Honorable Mention. While that hasn't led to publication (yet), I believe that mentioning the honor has brought more attention to my queries--at least I'm getting personalized rejections. :-) I also know that one of the agents attending the conference went up to a contest winner and asked if she was seeking representation. When the winner said "yes," the agent asked to read her winning manuscript.

Unfortunately, the 2013 SCBWI Midsouth Fiction Contest is already sold out, though there are still openings to attend the conference. But there are plenty of other SCBWI contest and grant opportunities. For example, last year, SCBWI-Illinois offered a contest as part of the annual Prairie Writer's Day. I don't know if that contest will be offered again this year, but you can watch for details on the Illinois regional events page at SCBWI. And there are all sorts of awards and grants available through SCBWI, which you can read about on the official website.

As my fellow TeachingAuthors have already mentioned, one of the benefits of entering a contest is that it provides a deadline as motivation to finish a project. I have also entered contests where, even if you don't win a prize, you receive a critique of your submission. This is true of many of the contests offered by individual chapters of the Romance Writers Association. Author Stephie Smith regularly updates an online list of such contests, including those for young adult literature. Two other contests I've entered that offer critiques and that are open to YA and/or children's literature are the Pacific Northwest Writer's Association Literary Contest and The Sandy.

If we haven't given you enough reasons for researching and entering writing contests, read this blog post at writers-editors.com. And for tips from former contest judges, see this contest tip sheet, also from writers-editors.com.

Do keep us posted if you enter any of the contests we've mentioned in this series, whether or not your entry wins. And good luck!

Happy writing!
Carmela    

Drum roll, please! Meet our newest TA!

Please join me in welcoming our newest TeachingAuthor, Jill Esbaum of Iowa City, Iowa!

TeachingAuthor describes Jill perfectly.
She not only authors award-winning picture books, such as Ste-e-e-e-eamboat A-Comin’! (Farrar, Straus & Giroux) and To the Big Top (FSG), as well as a National Geographic nonfiction series; she also teaches her own Picture Book Workshops and in the University of Iowa’s Summer Writing Festival.  She’s served as an instructor for the Institute of Children’s Literature too.

I’ve been a True Fan of Jill, her writing and her teaching since SCBWI first connected us oh, so long ago.

Click on ABOUT US to learn about our newest TA. 
Then visit Jill’s website to learn even more.  
And be sure to read Jill’s first TeachingAuthors post this Friday.

My fellow TAs and I thank the Universe Jill stepped up to fill the shoes of JoAnnEarly Macken, a TeachingAuthor original and our first alum. 

Lucky us!

But best of all, lucky you, our readers!

And speaking of you, our lucky readers, time’s running out for one among you to win a copy of Sylvia Vardell’s The Poetry Teacher’s Book of Lists in our current Book Giveaway.

Now that you’ve entered our Book Giveaway, join me as I vicariously attend the 41st SCBWI Conference, held this past weekend in LA.

I’m still disappointed I was unable to attend this once-a-summer event that every August changes my Writing Life, connects me to my Children’s Book World Community, helps me hone my craft and lets me dance like no one was watching.

Brew yourself a pitcher of ice-tea, charge your laptop, then claim a park bench where the world will let you be and work your way through the SCBWI Team Blog's Post beginning

Friday, August 3 with editor and publisher Arthur A. Levine’s opening keynote address to the closing celebratory Autograph Party Sunday, August 5.

Thanks to Lee Wind and his SCBWI Team Blog for making my attendance and yours possible.

                                              

And if you and your fingers are still itching to learn more online about Writing for Children, you can join me next week for WriteOnCon, an online Children’s Writer’s Conference created by writers, for writers, Tuesday and Wednesday, August 14 and 15.

I’m happy to report the cost is free!

The bench you parked yourself on to vicariously attend the SCBWI LA Conference will still serve you well.
The conference schedule is designed around writers' working hours.
Everything takes places within the conference website.
Lectures, panels and key note addresses, by editors, agents, authors, illustrators, are presented as blogs, vlogs, moderated chats, webinars, podcasts and livestreaming.
There’s also a critique form, where participants can post query letters and writing samples.

And, finally, should you be a do-it-aloner, and even if you’re not (!), it’s not too late to plug into Laure Halse Anderson’s Write 15 Minutes a Day Challenge at her Mad Woman in the Forest blog.

All of the above has me rewriting the lyrics of a popular seasonal song:

     Summertime,

     when the learning is eas-ier….

And to my new TeachingAuthor comrade,

I say:
Welcome!
Break a pen (or key), Jill!

Esther Hershenhorn

Revving Up to Write or Curing Brain Freeze

     When I was a student back in the last century, there were three things you could count on happening the first day of school;  somebody would throw up, the PA system issued a stream of incomprehensible directives ("First lunch students will eat during second lunch...").  While my teacher figured out the intricacies of her Delaney Book seating chart, there would be our first assignment on the chalkboard, right under "Hello, my name is Mrs. (Fill in the Blank). 99 per cent of the time it was "What I Did on My Summer Vacation." Sometimes this was followed by the threat "Spelling and punctuation count. Must be at least 250 words."

      This assignment was so predictable that after second grade, I started wrting the essay in advance, so I could read a library book instead. The kids who went to the Wisconsin Dells or some place truly exotic like Disneyland had no problem. Kids who stayed home and spent the summer running through the lawn sprinkler or worse, in summer school, (the equivalent of a stint in Sing Sing) stared at their three ring binders, and sweated bullets.  Five minutes into the school year, and the threat of next year's summer school was already nipping at their heels.

     Somewhere between my school days and my daughter's, the "What I Did..." essay had gone the way of the dodo bird. Instead, every morning, she was expected to write in a "journal" for five to ten minutes, using a writing prompt on the white board. I am not a fan of writing prompts. It's hard to come up with a hundred and eighty or so age-appropriate writing prompts, year after year. The kids knew that what they wrote didn't matter, just that they wrote something. Their grade came from the teaching flipping through the journals looking for blank pages or suspiciously short essays.

    Whoever came up with the journal idea had good intentions. Being able to write English fluently is always a handy skill. Unfortunately, journals turn an awful lot of kids off. I wouldn't be a writer today if I had been expected to write on a narrowly defined topic, first thing in the morning. Every morning. By middle school, these journals were used in every class (except P.E.). Six or seven prompts a day would give me brain freeze.

     OK teachers, I am going to give you a writer's workout that will cause you to roll your eyes, gnash your teeth, and call me nasty names (hopefully, not in front of your class.) And yes, it will take more time (in the beginning). Ready?  Let's rev up that creative part of the brain that has probably lain dormant all summer.

Writer's Workout

(This is adapted from Writing Workshop: The Essential Guide by Ralph Fletcher and JoAnn Portalupi.)

   Equipment needed:  Teacher:  A timer, a small legal pad, and writing instrument. Students; the same,minus the timer.

    Plan plenty of time for this exercise; the more students you have, the more time you'll need. Don't plan on multitasking. Your students will need your full attention.

    First, share a couple of your own (short) ancedotes. This serves several purposes. One, students seem more open to learning if they know a little something about you. Something interesting to them.  For instance, second graders are probably not going to care that you like gardening, have two grandchildren and your cat got stuck in a tree last week.

   They may be interested that your grandmother helped you plant your first vegetable garden (and you hated picking worms off the tomatoes).  Or that one of your grandchildren plays hockey and the other wants to be a beekeeper.  As for the cat in the tree (and this is from personal experience), you can't coax them down with their favorite food (they can't smell from that far away), and that a hook-and-ladder truck is useless if the tree is in a fenced yard.

   Now, tell the students to write something "they know a lot about." The only restrictions are they can't use the topics you just used; and it can't be a synopsis of a book, TV show or movie. This is not a made up story; this is a story about something that happened to you, or something you know a lot about.

    Partner each student and give them each a minute to tell the other what they are going to write about.
(I love my old-fashioned egg timer...you can't argue with a loud "ping"!) Announce that you will have
a "writer's conference" with each of them, preferably in a comfortable, private environment, like a "reader's corner."  You will need your timer (keep it short. You'll need the extra time for those suffering from Brain Freeze.)Those who seem to be on the right track should be given a quick thumbs up and sent on their way.

    If this is new territory for you, you might want to have a cheat sheet of potential topics.  Teachers get Brain Freeze, too! Now on to those stuck in Popsicle mode.

  The conversation might go something like this. Student reluctantly shows you blank or nearly blank paper. You: Courtney, it looks like you're having a little trouble thinking of something to write about. Let's think together (I have a personal dislike of the term "brainstorm")

Here are some topics you might have on your cheat sheet.

Who is your favorite relative? Why?

Have you ever had to move? How did that feel? Did you have to leave a best friend? How did that feel?

Do you play a sport? Do you like it? Or do you play because all your other friends play? Who is your favorite team or player? Why?

If you could go anywhere in the world, where would it be? Why?

If you could meet any person in the world (living or dead) who would it be? Why? What would you ask them? What you want to share with them?

Do you (play an instrument, chess, computer games, go to dance class or gymnastics) You need to be specific, because I have discovered that a lot of kids do not know the meaning of  "hobby" or "pastime".
Asking "what do you do for fun?" may result in some-stories-that-should-not-be-shared!

Are you the oldest, youngest, middle, or only child in your family? What's good about that? What's not so good about that?

Do you have a pet? If you could have one, what would you pick and why?

Do you collect stuff? How did you decide on this item to collect?

(These are just examples. I would prepare as many as there are students. You can never have too many back up questions.)

    Hopefully, the student will respond to at least one or more of your suggestions. When they do, write the cue word ("soccer", "Lady Gaga", "Madagascar") on your small legal pad.  Hopefully, your little Popsicle has shown interest in at least three topics. When you get to three or four, give them your small sheet and send the student back to consider their choices. (Small legal notepads are less intimidating than the full-sized ones.

    Points to emphasize: no one has to "share" if they don't want to (once things get rolling, usually everybody wants to share). Don't worry about spelling and punctuation. That's what revision is for
(and that's another topic.)

    Not only does this exercise take away the pressure of committing words to paper (graphophobia--I looked it up) but you and your students will know a little more about each other than they did an hour ago.

By the way, it costs way more than you want to know to retrieve a cat from a thirty foot pine tree.

Posted by Mary Ann Rodman