Keeping the Channel Open

We're in the midst of a series of posts sharing quotes intended to provide everyone with some mid-year inspiration. I don't know about you, our readers, but these quotes  have already helped me, especially the one April shared last week from Marla Frazee. In particular, I was struck by this sentence:

"The more personal and heartfelt the story is for the author and/or illustrator of the book, the more universal the emotion that can be gleaned from it."

These words opened my eyes to a problem with my current work-in-progress: I wasn't putting enough of myself into the story. This was probably due, at least in part, to the fact that the novel is based on the life of a girl who lived nearly 300 years ago. Reading the above quote reminded me that I had to find a way to connect with my protagonist on an emotional level if I wanted my readers to do so, too. After thinking more about my character and her situation, I did indeed find some things we have in common. I'm currently reworking the story to make that "universal emotion" come through. Thanks so much to Marla, and to April for sharing her words!

The quote I'm sharing today is one I recently gave a dear friend of mine who I'll call Debbie. For years,  Debbie's dreamed of writing a screenplay or novel. But, as so many of us do, she put more practical pursuits ahead of her dream--earning a living, helping out with the family business, raising her daughters. Now that her older daughter has graduated college and her younger is away at school, Debbie has more time to pursue her dream. Yet she's still hesitant. So for her birthday, I gave her a blank journal, a pen, and this quote from Martha Graham:

"There is a vitality, a life force, an energy, a quickening that is translated through you into action, and because there is only one of you in all of time, this expression is unique. And if you block it, it will never exist through any other medium and it will be lost. The world will not have it. It is not your business to determine how good it is nor how valuable nor how it compares with other expressions. It is your business to keep it yours clearly and directly, to keep the channel open. You do not even have to believe in yourself or your work. You have to keep yourself open and aware to the urges that motivate you. Keep the channel open."

Funny thing is, as I typed up this quote to give to my friend, I realized I needed it as much as she did. I'd begun to doubt the value of my work-in-progress and to question that anyone could ever care as deeply about it as I did. Reading Graham's words reminded me that I was uniquely qualified to tell this story simply because I cared about it in a way no one else could.

So, after printing out Debbie's copy of the quote, I printed a second for myself. It now sits on my desk as a daily reminder to "keep the channel open."

I invite everyone to try the following  Writing Workout with Graham's words in mind. (You can read the rest of the quote at goodreads.com.)   

Writing Workout

Keeping the Channel Open

One way to "keep the channel open," is via timed freewriting. I first read of this technique years ago in Natalie Goldberg's Writing Down the Bones. In a timed freewriting session, the idea is to keep your pen moving without pausing and definitely without editing. (I recommend doing freewrites with pen and paper rather than at a keyboard.) If you find yourself stuck, you write something like "I don't know what to write next but I'll think of something soon." If your mind wanders away from your main topic, that's fine. Just keep writing.
For today's Writing Workout:

1. Open your journal to a blank page, or take out a blank sheet of paper.
2. At the top of the page, write: What idea is calling to me that I keep pushing aside? What might happen if I pursued it?
3. Set a timer for 10 minutes.
4. Write a response to the above questions. Try to write without stopping. Don't edit yourself. Keep the channel open and let your thoughts flow until the timer goes off.   
5. If you get stuck, write: I don't know what to write next but I'll think of something soon. Write it multiple times, if necessary.
6. If you can, come back and tell us how the exercise worked for you.

You can read more about timed-freewriting at Getting Started: Freewriting, which includes a freewriting example.
Happy (free)writing!
Carmela

It's never too late...(redux)

It’s never too late to announce a TeachingAuthors Book Giveaway Winner.

So, congratulations, Kathy Mazurowski, the winner of Natalie Ziarnik’s debut picture book, Madeleine’s Light: The Story of Camille Claudel (Boyds Mills Press)!

I happen to know that Kathy is a true Becomer, (a la the George Eliot quote I shared Wednesday), newly-retired from teaching and eager to now write full-time.

Thanks to the readers who entered this Book Giveaway, sharing the folks they would have liked to meet when they were young.

Answers ranged from Kathy’s Shel Silverstein to Tom Edison and Mary Martin.
My choice? Hopalong Cassidy’s side-kick Lucky.
Really and truly.

Since it never hurts to hear something twice, and today happens to be Poetry Friday, I offer up a Henry Wadsworth Longfellow poem that shares Eliot’s sentiment.

Enjoy! And, Happy Becoming!

Esther Hershenhorn

“It is too late! Ah, nothing is too late—
Cato learned Greek at eighty; Sophocles
Wrote his grand “Oedipus,” and Simonides
Bore off the prize of verse from his compeers
When each had numbered more than fourscore years;
And Theophrastus, at fourscore and ten,
Had begun his “Characters of Men.”
Chaucer, at Woodstock, with his nightingales,
At sixty wrote the “Canterbury Tales.”
Goethe, at Weimar, toiling to the last,
Completed “Faust” when eighty years were past.
What then? Shall we sit idly down and say,
“The night has come; it is no longer day”?
For age is opportunity no less
Than youth itself, though in another dress.
And as the evening twilight fades away,
The sky is filled with stars, invisible by day.
It is never too late to start doing what is right.
Never.”

It's never too late!

More years ago than I care to count, I mailed myself a lovely greeting card with the following message hand-printed on an antique press:

“It’s never too late to be what you might have been.”

The words belong to English novelist Mary Ann Evans whose pen name was George Eliot but I took them to be mine and shaped them into a mantra of sorts.

Of course I had to tweak Eliot’s words, changing the be to become.

I love that verb become and the infinite number of ever-changing nouns and adjectives it can take on in a lifetime.

It brings to mind the often-quoted words of Jean Karl who founded Athenem and first published authors Phyllis Reynolds Naylor, E.L. Koenigsburg and Judith Viorst.

“A children’s book respects…..a child’s capacity to become.”

Becoming is very much on my mind this morning because tonight begins my Summer Workshop “The Write Place,” a facilitated children’s book writers group, at Chicago’s Newberry Library.

Each of my twelve writers declares a project for the six-week workshop – revising a picture book manuscript, defining a book’s setting and world, developing a novel’s plotline, creating a synopsis, and has the opportunity to share his work and progress in a supportive environment.

Usually, I begin the workshop by reading aloud a children’s book certain to inspire, encourage, and like all children’s book, offer Hope.
Last year I read my students Holly Meade’s picture book If I Never Ever Endeavor.
Other years I’ve read Peter Reynolds’ The Dot, Ruth Krauss’ The Carrot Seed, William Steig’s Brave Irene.

This year, though, I realized it’s the 10^th year I’ve offered this workshop!  Revisiting the rosters of the last nine years, my teacher’s heart quickened:  so many of my students had
realized their writer's dreams!

So tonight, I will share my Students’ Success Stories and how it clearly wasn’t too late for them to become – a writer, an author, a reviewer, a blogger, a teacher, an MFA candidate, an MFA-degree holder, a writing community leader, proud, committed, professional, connected.

One of those students is author Natalie Ziarnik, whose interview appeared last week and whose debut picture book Madeleine’s Light: The Story of Camille Claudel you can still win if you enter our BookGiveaway by midnight tonight.  The clock is tick-tick-ticking away!

Speaking of which, remember: it's never too late!

Esther Hershenhorn


Writing Workout

 I encourage my writing students to begin an Author’s File and then commit to paper their story’s story spark, their vision for the project when published, a working biography, attempts at answering the questions they’re certain to be asked once published – i.e. Why do you write for children?  What’s your favorite children’s book?  When did you begin writing?

But what about their vision for themselves?

Here’s the writing assignment I’ll be sharing tonight:  visit www.futureme.org and write your future you an email!  Send along some words of inspiration, or as the website suggests, “a kick in the pants.”  The best part is: you can pick the day and year the email will be delivered to you in the future!  Just follow the website’s directions re choosing an email address.

    

Putting Away Childish Things

It's the last week of school in Frederick County.  Three more days until my baby is a kindergartner.  My daughter said yesterday, "This is how I transport myself back to my childhood" as she broke forth with the theme song to "Dora, the Explorer."  Then she laughed and said, "I know I'm sort of still in it.  But not really.  Because I'm growing up."  Oh, how she is.  And I have to confess, a part of me wishes we could remain in this golden moment of our (and their) lives forever.

From Madeleine L'Engle (courtesy of www.goodreads.com):
“I am still every age that I have been. Because I was once a child, I am always a child. Because I was once a searching adolescent, given to moods and ecstasies, these are still part of me, and always will be... This does not mean that I ought to be trapped or enclosed in any of these ages...the delayed adolescent, the childish adult, but that they are in me to be drawn on; to forget is a form of suicide... Far too many people misunderstand what *putting away childish things* means, and think that forgetting what it is like to think and feel and touch and smell and taste and see and hear like a three-year-old or a thirteen-year-old or a twenty-three-year-old means being grownup. When I'm with these people I, like the kids, feel that if this is what it means to be a grown-up, then I don't ever want to be one. Instead of which, if I can retain a child's awareness and joy, and *be* fifty-one, then I will really learn what it means to be grownup.”  


Whew!  That makes me feel a little better.

My husband plays in a community band, and we drove an hour yesterday to a local band festival.  I was listening to the (very good) group before his and found my elementary school band director playing first trombone.  I approached him afterward -- I'm sure he had no idea who I was -- and told him that he'd been my teacher thirty years ago.  He shook my kids' hands and encouraged them to take up instrumental music.  Then I saw his skin was thin, mottled, he used a walker -- he must be at least 85.  But he was there, his face the same, his ability to play undiminished.  I told him that I played my flute into adulthood, and that I'd met my husband because we were both playing in the church choir.  He was a wonderful teacher, and I was so grateful for the chance to tell him what an impact he had on my life.  All these years later, I can remember the metal band chairs, Philip Garrant on clarinet to my right, Marty Martin on sax behind me, the sweltering room, the chalkboard where Mr. Taylor taught us about time signatures and offbeats.  I'm quite sure I can still play his arrangements of "Rudolph" and the theme to "Star Wars." 

Because I'm an army brat, I don't have an old family home or neighborhood to go back to.  All of the people from my early childhood who are not related to me have essentially vanished.  I cherish the memories, but I can't describe how much it meant to see him again. -- Jeanne Marie

P.S. Don't forget -- there's still time to enter our picture book giveaway! Don't miss your chance to win an autographed copy of Natalie Ziarnik's debut picture book, Madeline's Light (Boyd's Mills Press). See Esther's Student Success Story Interview with Natalie for details. 

Writing Workout  

Here's an exercise that will need to be adjusted for each age group, but my college students had great fun with it.  As we discussed audience and purpose, I asked each to write:

1. A text to a friend describing a night at a party.
2. The speech given to a parent later that night explaining why the student had missed curfew.
3. The email sent to me explaining why the student would not be in class the next day.

We shared around the table and had some good laughs.  Have fun!

Poetry Friday, a Giveaway, a Writing Exercise and a Quote From California's Poet Laureate--how lucky can you get?!?

.

Howdy, Campers!

Yes, it really is National Flip A Coin Day!  Holidayinsights.com says:

This tradition dates back to Julius Caesar...[who] would take a coin and flip it to make decisions...The correct answer was "heads", which of course carried his image on the coin...Use this method of decision making...for everything you do today.

Today is also my day to share an inspirational quote that inspires my writing.  But which one--which ONE?!?  Oh, that's right...toss a coin! 

Actually, no.  No coin.  Because there are a gazillion quotes I love--my Quotations file is overflowing!  So here are two I want to share with you today because I love you deeply.  (Also, because I just had coffee.  The two feelings are related.)

This quote is from an interview with Caldecott winning illustrator and author, Marla Frazee:

"I set All the World in a place I love – the central coast region of Southern California – and populated it with people and things that I love. I stopped worrying that I wasn’t representing every place, every person, every possible experience. And I hoped that through this personal expression of mine, others would find their own personal meanings as well. I do believe this to be the over-arching philosophy behind most of the books I’ve fallen in love with over the years. The more personal and heartfelt the story is for the author and/or illustrator of the book, the more universal the emotion that can be gleaned from it. We see this again and again. But it’s hard to remember. It is so easy to go to a place of, “Well, that’s just about me. No one will care about that.” But actually, if it comes from a true place and is spoken from the heart, people do care. A lot."

Take a deep breath.  What a relief...right?

This next quote helped me after I emerged from my office and told my husband that I love-love-love slaving over (this is...writing) my daily poem...but then, what's the point?  Who cares?

I'm a native Californian, and poet Juan Felipe Herrera  (whose lyrical Calling the Doves/El Canto de Las Palomas changed my writing life and inspired me to write my first novel in poems) is our new Poet Laureate.  His quote in a recent Los Angeles Times article, helps me keep writing a poem a day:

"Amazing things can happen when you are just going for the poem, when it’s just pure.  You may be living on saltines, but you are giving all your life to this, and great things can happen."

(p.s: I like saltines)

WRITING WORKOUT

1) Write a poem about a coin toss.  Or write on a topic that's been niggling at you, asking for your full attention.

2) Think about what Marla said.  Make it yours--from a true place, from the heart.

2) Think about what Juan said.  Give your life to this and great things will happen.

*     *     *

And hark! There's still time to enter our picture book giveaway!  Don't miss your chance to win an autographed copy of Natalie Ziarnik's debut picture book, Madeline's Light (Boyd's Mills Press). See Esther's Student Success Story Interview with Natalie for details. 

Poetry Friday is at Carol's Corner today...thank you, Carol!

Thank Goodness for Spell Check!

      Today's post is supposed to honor The National Spelling Bee, which began preliminary rounds yesterday in Washington D.C.  300 of this country's best spellers are participating, including the youngest contestant ever, an intrepid six-year-old from Virginia.  Go you mighty spellers, go!

     I envy their skill.  I am a wretched speller. You know how adults spell out whatever it is they don't want their children to know about?  You know how that doesn't work any more after, say, first grade?  My parents were still spelling in front of me in high school!  There is some little glitchy thing in my brain that can't put separate letters together to form a word. At book signings, I have learned to ask people to print the dedication name on a sticky note. For me, their is nothing worse than a trying to write "Best wishes to Rebecca (or Rebekah or Rebeca or "Becki-with-an-I")with an excited nine-year-old rattling off her name.  No wait. There is something worse.  A book returned by a furious mother because I spelled her child's unique name wrong. ("It's Courtney with a K!)

     Aside from these national/regional events, do schools still have spelling bees? It seems to me that we had one nearly every week in elementary school, as a "warm-up" for the weekly spelling test. I always prayed not to be the first one "spelled down".  One kid in my third grade class was so undone by the whole process, he barfed when he missed his word and to sit down. (We always made him stand at the end of the line, so we would be out of his "line-of-fire."

   I usually staggered through the first couple of rounds, until we hit words with "ie" combinations like "chief" or double consonants like "acceptable." Words ending in "ence" or "ance" were my special torture.  Independence?  Endurance?  I knew all the little "rules." ( "I before E except after C.")  I just couldn't remember  them when I needed them.

     I entered school just as the United States was coming unglued over Sputnik. How dare those Russians send a satellite into space ahead of us!  Everyone knew Americans were better educated than anyone else, right? (Were we ever so naive?) Hence, my classmates and I were soon bombarded with what I thought of as "The Theory of the Year."  There was New Math (as if Old Math weren't confusing enough) and second graders memorizing the Periodic Chart (although we had no idea why). Phonics got the old heave-ho.  How did I learn to read? I memorized how words looked.

     What happened if I came across a new word?  If I was without my trusty dictionary or a teacher, I would ask the nearest adult, usually a parent.  I was completely confused by their instructions to "sound out the letters." What did that mean, sound out the letters?  I would store the word in my word notebook until I had a chance to look it up.   As a result, I still mispronounce words, because I have never heard them in conversation. By the time I moved to a new school district in fifth grade, and was introduced to phonics, it was too late. Phonics made as much sense to me as New Math (none).

     This didn't seem to slow me down as a reader. Look up the word and keep on reading (I aced all those College Board tests that were heavy on vocabulary.) As a writer...well....My first stories were written in much erased pencil, after my teachers (my first editors) would circle in red pencil everything I misspelled.
I remember telling my Third Grade teacher "I hear President Kennedy isn't a very good speller either."  To which my teacher responded, "President Kennedy has a secretary."

     In high school, I discovered that not was I a poor speller, but an even worse typist. I stumbled onward, typing over blobs of correction fluid so often, the page looked like a relief map of the Rockies.

     Which brings me to my first PC.  Correcting typos was much easier and faster, but I still couldn't tell if something was spelled correctly.  Back to the dictionary for every third word.

     My second PC contained some magical program called Spell Checker.  It thoughtfully underlined every misspelled word. Along with this Wonder of Modern Times came the Grammar Checker that frequently reminded me of absent commas and colons. (It also reminded me that I often write incomplete sentences and use incorrect grammar, but I do that for effect sometimes.)

   What I really wanted to say was "Thank you Person Who Invented Spell Check." But a whole lot of Googling gave me the names of whole faculties and research groups who over many many years developed the program that has saved the bacon of writers like me, who never learned phonics.  In fact, maybe one of those names belongs to one of my fellow phonics-less spelling bee wipe-outs.

   So thank you, Nameless Thousands who now allow me to spell and write.  And as for the Mighty 300 competing today, good luck and keep spelling.

P.S.  In case you have been wondering, the highlighted words were the ones that Spell Check corrected for me.
Posted by Mary Ann Rodman

P.S. from Carmela: There's still time to enter our giveaway for a chance to win an autographed copy of Natalie Ziarnik's debut picture book, Madeline's Light (Boyd's Mills Press). See Esther's Student Success Story Interview with Natalie for details. 

A Time to Remember and to Say, "Thanks"

Today is Memorial Day here in the United States--a day to remember and pay tribute to those who gave up their lives in service of our country. My heart goes out to all families who have lost loved ones in military service. This loss recently hit close to home with the death of twenty-year-old Army Spc. Samuel Watts of Wheaton, Illinois who died on May 19 after sustaining injuries from a roadside bomb in Afghanistan. I didn't know this young man, but he is a former student of the College of DuPage, where I teach, and his mother works for the College. The College Veterans Services office sent an email to the staff reminding us to keep this family in our thoughts and prayers. The email also stated something I didn't know:

In December 2000, the U.S. Congress passed, and President Clinton signed into law, the National Moment of Remembrance Act, in which Americans are asked to pause for a moment at 3 p.m. [on Memorial Day] to honor those who died in service to the United States.

So, today at 3 p.m., I'll be thinking of Samuel Watts and all the other men and women who made the ultimate sacrifice. As Mary Ann wrote on Memorial Day last year:

However you feel about a particular war or "conflict" . . .  the important thing for a writer is to not allow the world to forget the men and women who believed in sacrificing their own dreams and lives in service to their country.

Last year, Mary Ann wrote of the roles her parents and other family members played during World War II. Today, I'd like to honor and say thank you to my father-in-law, Emil Martino, who served as a sergeant in the army signal corps in World War II. I've known my father-in-law for over 30 years, yet it never occurred to me to say "thanks" until he was scheduled to participate in an Honor Flight. The Honor Flight organization transports veterans to Washington, D.C. to visit memorials dedicated to honor their service and sacrifices. The veterans are deeply affected by the experience, as can be seen in this videoclip produced by AARP: (Email subscribers can watch the clip on YouTube here.)

The families and friends of Honor Flight participants are asked to write letters expressing their thanks to these veterans for their service. The veterans then receive the letters during "mail call" on the flight home. I was surprised by how difficult it was for me to write that simple letter to my father-in-law, perhaps because I'm such a pacifist. But I was also ashamed to realize that in all the years I've known him, I'd never thought to say "Thanks" on my own.

Photo by Rick Latoff,
American Battle Monuments Commission

Do you know someone who deserves thanks today? If so, I encourage you to put your thoughts into words, either verbally or in writing, especially if that person is a veteran of World War II. According to the Honor Flight website, we are losing World War II veterans at the rate of approximately 900 per day. Time is running out to show them our gratitude.

* * *

If you haven't read Esther's Student Success Story Interview with Natalie Ziarnik about the publication of her debut picture book, Madeline's Light (Boyd's Mills Press), I hope you'll do so now and enter for a chance to win your own autographed copy.

Happy Writing!
Carmela

Natalie Ziarnik and MADELEINE’S LIGHT: An Illuminating Success Story + Book Giveaway

Meet Natalie Ziarnik of Barrington, Illinois – a former Newberry Library Writing Workshop student I later had the privilege of coaching – and – drum roll, please: the debut author of Boyds Mills Press’ May-released picture book Madeleine’s Light.
She’s a true Success Story if ever there was one. 

Natalie grew up in LaSalle, Illinois and majored in English at Grinnell College in Iowa.  She received her master’s degree in comparative literature and a master’s in library and information science from the University of Illinois.  She currently heads the children’s department of the Ela Area Public Library District in Lake Zurich, IL.   

Natalie first learned of her picture book’s famous character, French sculptress Camille Claudel, when she visited a Paris exhibit. She was so moved by Claudel’s work, she wanted to learn more about the artist.  Research introduced her to Madeleine Boyer, the girl who served as the model for a number of Claudel’s sculptures, including La Petite Chatelaine. Their resulting friendship captured Natalie’s heart and soon she was off and running. 

Or rather, imagining and writing, about a little girl named Madeleine who eagerly awaits a special summer guest, Mademoiselle Claudel, at her Grand-mere’s chateau. Despite the visiting artist’s gruffness, Madeleine is fascinated.  Their meeting leads to an unforgettable experience for the two of them as Madeleine overcomes her fears and tries her hand at sculpting too.

Natalie has graciously offered to gift one TeachingAuthors reader with a signed copy of Madeleine’s Light, beautifully illustrated, by the way, by Robert Dunn.  Be sure to enter by 11 pm Wednesday, June 6.  Instructions appear beneath our last question-and-answer.

Here’s hoping Natalie’s answers to the questions below further illuminate both Natalie’s and Madeleine’s stories, sharing insights on their art and craft.

What inspired you to sign up for my 2006 Summer Workshop, The Write Place, at the Newberry Library?

At this point, I had written a nonfiction book for adults, School and Public Libraries:  Developing the Natural Alliance, and several articles for the Oxford Encyclopedia of Children’s Literature edited by Jack Zipes. I wanted to take my writing in a new, more creative direction.  Children’s books have always been my first love, so that seemed to be a natural path.  When I saw the class on writing for children advertised at the Newberry Library, I decided to give it a try, and I’m so glad I did.

Do you recall any specific ways the class helped you?

Reading children’s books is one thing, but writing them is quite another.  During the class, I began to look at how stories were constructed, and that was hard to do because if a book is well-written, you become immediately caught up in the action, characters, and language; the structure seems almost invisible. Esther showed us how stories in a variety of genres (and for different age groups) tended to work.  Even though it was much easier to analyze someone else’s story than to apply the principles to my own, it was an excellent start. I began looking at books not only as a reader and librarian but also as a writer.

The other important topic covered in class was considering the “personality” of publishing houses.  Again, this was information that was right in front of me, but I had never consciously thought about what types of books the different companies were publishing. 

You eventually went on to publish the manuscript you began and worked on in class. How did the manuscript change by the time it was published? 

This manuscript underwent many transformations.  I began by writing the text for a picture book biography of the French sculptor, Camille Claudel.  However, when it came to writing about the difficult times in her life (of which there were many), I found myself writing those sections in verse.  I think this happened because verse seemed like a more appropriate form for times of mental anguish and breakdown.  These poems eventually became a YA verse novel which was so depressing that I stuck it in a drawer for a year or so because I didn’t want to think about it.  But then during a workshop, I showed some of the poems to a critique group, and one of the members, Laura Crawford, really liked a poem about Madeleine and said, “…that could be a picture book!”  In re-working the story, my focus switched from Claudel to the girl who had inspired her, Madeleine Boyer.  Very little is known about Madeleine, so I imagined what might have happened during the summers she spent with Camille Claudel—and this leap became the final story, which had also changed from nonfiction to fiction and from having a sad and anxiety-ridden tone to a joyful one.  Although Claudel’s overall life contained much tragedy, she still had moments of happiness, connection with others, and success in her work; this episode helps us remember that.

Looking at the story now, I can’t help but think the inspiration came from my own childhood, when we had many (sometimes unusual) visitors arriving for dinner or an extended stay. As a child, these visitors appeared mysterious, even magical, and I liked to peek around corners to watch what they were up to.

How does being a librarian influence or inspire your writing?

At the recent SCBWI-Illinois Spring Thaw, SCBWI Executive Director Lin Oliver talked about how writers create their own “canons”—or sets of books that are essential to their development as writers. While putting together my canon, I feel lucky, as a librarian, to be familiar with both the well-known and lesser-known titles.  And, whenever I see that a favorite author or illustrator has a new book out, I can order it immediately and dive right in to spend time with it.

In addition, working with young readers at the library has shown me that books are related to each other in unusual ways.  A child may like two totally different books because they are both, for example, set in swamps or have some other characteristic.  The challenge is then to find other books with a swamp setting, or which contain shy alligators, or in which a hat is eaten, etc. So the special aspects of books one might not ordinarily think about come to the forefront.

How do you balance your full-time library job with your writing and marketing?

I have a strong mission as a children’s librarian, and I can’t help but write, so I sense that both occupations will be important throughout my life. I tend to write in the “cracks of time”—early in the morning, on the weekends, while waiting in the school parking lot to pick up my son, or while a casserole bakes in the oven. I always carry a story or poems with me so I can work at a moment’s notice.  I also think about my writing projects throughout the day and while going for walks, so forgive me if I appear distracted!  Unfortunately, I do not get as much writing in as I would like, but I’m guessing that’s the case with all writers or anyone working on a creative project.

As for marketing, the public relations manager at the library where I work has been a tremendous help in challenging me to take small steps to promote my work.  She suggested putting an article in our library’s newsletter and having a launch party at the library.

How have you continued your writing education since the Newberry Library first connected us?

I have participated in workshops through the Highlights Foundation—the Chautauqua Children’s Writing Institute and a couple of Founder’s Workshops, which now take the place of the Chautauqua program.  I highly recommend these as well as SCBWI-Illinois events, which I attend as often as I can.  I’m currently taking a poetry correspondence course with Heidi Bee Roemer.  The course has helped me become a more precise writer and has increased my awareness of poetic elements.

Finally, can you describe your elation and sense of satisfaction when you first opened the Boyds Mills Press carton that held your Author’s copies of MADELEINE’S LIGHT?

My editor had e-mailed to say that an advance copy was on its way, so I had been watching the mailbox obsessively.  I came home from work one day and saw a white puffy envelope and knew that this had to be it.  So I put my work bags on the front steps, sat down, ripped open the envelope, and read the book right there, outside.  I still couldn’t believe that this unusual topic I had pursued for quite some time had led to a beautiful book for others to read and enjoy.

 May Natalie’s - and Madeleine’s – Success Stories gladden your heart as both have gladdened mine.

And, now, as promised above, the opportunity to win a signed copy of Madeleine’s Light!

Be sure to read our Book Giveaway Guidelines.  Then answer the following question: What Famous Person – French sculptress or otherwise, would you have loved to have met when you were a child?                                     

You may either post your answer as a comment below or email your answer to teachingauthors [at] gmail [dot] com with "Book Giveaway" in the subject line. If you enter via a comment, you MUST include a valid email address (formatted like: teachingauthors [at] gmail [dot] com or a link to an email address where we can reach you. Your entry must be posted or received by 11 p.m. Wednesday, June 6, 2012 (Central Standard Time). The winner will be chosen in a random drawing and announced on June 9, 2012.

Bonne chance, everyone!

Esther Hershenhorn

Announcing our Blogiversary Winners, and a Request for our Readers

Today I'm happy to announce the winners of our TeachingAuthors Giveaway in honor of our Third Blogiversary. Drum roll please!
The winners are:

• Pamela Courtney, an educator who created a literacy and music program for early learners. She blogs about the building blocks of literacy at MyLMNOP;
• Carl Scott, an independent bookseller and huge fan of Biblio.com;
• Joanna Cooke, a mom and writer who blogs at A Life Spent Reading.

Congratulations to our three winners! They'll each receive a $30 gift certificate to Biblio.com, where they can purchase new and used books from independent booksellers around the world, often with free shipping.  

A HUGE thank-you to all the readers who entered our contest! We enjoyed learning a bit more about you and the types of posts that interest you most. We found out that our audience includes parents, booksellers, current and retired teachers, aspiring writers and published authors who write everything from poems to magazine articles to novels. Our most popular posts seem to be those that include writing tips, Writing Workouts, and guest interviews. You can be sure we'll continue to feature those!

Now, for my request: We'd love to hear from even more of our readers to get to know you better! If you didn't enter the giveaway, please take a moment to tell us what type of posts YOU like best and whether you're a teacher, librarian, parent, student, aspiring writer/illustrator...or another kind of follower. You may provide the info one of two ways: either by sharing a comment to today's post, or by sending us an email: teachingauthors (at) gmail (dot) com. (We won't share your email address with anyone else, or add you to any mailing list. Promise!)

As we enter our Fourth Year of blogging (gasp!), we want to provide the type of information our readers really want. Please help us do so!

Happy writing!
Carmela