advice

Be childlike, not childish–What we can learn about writing from kids

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We now—joyfully—have 2 1/2 literate kids in our household. (The 1/2 is only 5. Cut her some slack.) One of the interesting things in my life lately has been watching them become writers, as well. I think we adults can learn a thing or two from their learning curve.

1) Kids enjoy writing about what they like. However, one of the things that makes them better writers is writing about things outside their comfort zone.  It’s a lot easier to get my 10 year old to write about cars or maps, but his writing skills have been built up greatly by writing all those friendly letters, book reports, essays, and so on that get assigned as homework or classwork. When was the last time you wrote something outside YOUR comfort zone? I know professional writers who only write personal essays, or those who have always exclusively written for kids. Try a little of everything. Mix it up. It’ll surprise you.

Watch out! Your bookworm might just become a writer!

2) Kids try to copy what they like to read. They’ll borrow liberally from Captain Underpants, Tintin, and the like. They recognize excellence and strive to emulate it. Of course, we want writers to develop their own voice (and never, ever plagiarize), but there’s nothing wrong from learning from the greats. So do a little pastiche–you’ll get a childlike pleasure from it, and brush up your skills, too.

3) There might be obstacles in the way. The right tools can help. One of my kids has a graphomotor problem. Upon advice, we bought him pencils with fatter leads. What a difference. And now he usually types writing assignments. So much easier for him. Another of my kids is so young, she hasn’t learned to spell yet. Relying on invented spelling allows her to communicate on paper, and she’s so pleased with the result she does a little dance (really, she does). If your inner kid has problems with writing, break it down and see if there’s a solution. Don’t just give up. Continue reading →

Wavering

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NaNoWriMo is National Novel Writing Month, running for the month of November each year. By November 30th, participants hope to finish writing a 50,000-word (approximately 175-page) novel. Some people try to fly solo, but most participants sign up on the official website. The website offers guidance about pacing, tracks your progress, and provides support. NaNoWriMo has resulted in some book sales for participants, but many others say it taught them discipline, skills and persistence that helped them with future projects.

If your book idea is Jewish and for kids, there’s also (mentioned in a previous blog) the “Write Your Own Megillah” event.

Truthfully, I have a few novel ideas out there, and it would be good to have an outside source telling me to crank out a draft in one month. But I’m still working on my last novel, still hoping to sell it, and still have deadlines for my magazine work to meet. Plus, I probably need to add another part-time job to my plate for financial reasons.

So I keep wavering. Should I or shouldn’t I? Should I or shouldn’t I? It’s like balancing two different categories of responsibility.

More crazy ideas from yours truly

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I’m sorta infamous among my friends for having lots of whacked-out, creative-but-slightly-off-kilter, usually (but not always) impractical ideas. Here’s my latest:

Rabbi Aryeh Leib Nivin–a motivational speaker/life coach/teacher/rabbi–speaks of everyone having a yeod, a unique life mission with which they are supposed to serve G-d (and people), and a tikkun, a soul correction they have to make in order to maximize their potential (by fulfilling their yeod). Also, a person has short-term lessons that must be learned as stepping stones to reach their yeod and tikkun. This self-development paradigm is very useful for those of us who want to build ourselves (especially now that we’re in Elul, the introspective month that leads up to Rosh HaShanah and Yom Kippur).

“That wacky Mrs. Klempner has some weird idea again!”

As I mentioned in a post last week, I’m going to be rewriting (yes, again!) the novel I wrote last year. One of the areas I want to focus on is character, really fleshing each one out better and more coherently. Many expert authors suggest strategies about developing character such as:

1) Learn about Myers-Briggs personality types and assign one to each of your characters.

2) Consider what each character most wants, most fears, their biggest secret, and what they have to learn.

3) Use drawing, cut-and-paste, or the like to assign an appearance for your character. Brainstorm their likes, dislikes, etc. Paste such items on your character chart.

4) Pretend to interview your character for a magazine.

All these strategies make sense, but they didn’t appeal so much to me. Then I thought, “Hey! Why don’t I apply Rav Nivin’s rules to fictional characters?” Assign a tafkid, a yeod, to each one, and a tikkun, as well?

So that’s what I think I’m going to be doing. Maybe not exclusively, but I think it will bring a Jewish approach to my mostly Jewish characters and subject matter.

Has anyone else out there tried “unorthodox” (pun definitely intended) ways of developing characters or doing other work that usually isn’t done in a “spiritual” or “religious” way?

Expanding my home business

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This summer has been very enjoyable, but hasn’t left me with much opportunity to work. In just a week and a half, I hope to have a little more time on my hands. For the first time in ten years, I will have no children at home with me for half of the day. At least in theory, I will be using this time to write more, edit more, proofread more, and coach more writers.

One of the areas I want to expand into the most is writing coaching, especially for graduate students. In the past, I’ve helped doctoral candidates complete their dissertations and Master’s students complete the requirements of their degrees. Some graduate students need help structuring their work so that their arguments are comprehensible. Without assistance, their writing tends to ramble and wander…it contains lots of ideas, but who can follow them if they are all jumbled together?

Do you dump all your research together in no particular order?

Others need help pacing themselves so they can meet deadlines. Some students don’t even know where to start–I help them organize their research and prewrite so that they have a strong scaffold on which to build their writing. I’ve also seen that non-native speakers of English struggle with the editing and proofreading of their own work. They might have mastered the concepts and skills required by their graduate program, but find it difficult to express themselves in a final product that competes with those of native speakers.

There are some people who outright (ghost)write academic papers for graduate (even undergraduate!) students. Such writers make money that way, but who really benefits? Those who I help acquire real writing skills which they will employ in the years to come. They also gain greater mastery of the concepts they are expressing in their dissertation or thesis, because they have to explain them to their audience (including a layman–that would be me). Students who are properly coached can feel pleasure in their accomplishment, because it is real, as opposed to someone whose degree is based on a deception about who actually completed the graduation requirements.

While I love working with graduate students–especially because I learn so much from them about a wide range of topics–I also love coaching people through their first picture book submissions and the like.

Now that I will truly be working part-time every weekday, I will be advertising more widely for clients. If you or anyone you know hopes to graduate with a PhD or Master’s Degree in the spring, now is the time to get a handle on your graduation requirements. Writing coaching might just be the boost you need to help you finish with less mess and less stress. Coaching can be done in person for those in L.A., or over Skype for those elsewhere.  For more information, follow this link: proofreading, editing, and writing coach services.

What will your children be reading this summer?

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I just read an interesting opinion piece in the New York Times by Claire Needell Hollander, a middle school teacher. Her article explains that while young, inexperienced readers should go ahead and read whatever they want during the summer, so long as they read, maturing readers of 10 years old and up will benefit more from selective reading. Ms. Hollander’s preferred books build “verbal knowledge (an increase in word recognition) and world knowledge (an increase in understanding about the world around them).”

Ms. Hollander believes that middle- and high-schoolers should not self-select their summer reading. She believes that some students do well with the traditional recommended reading list (heavy on literary novels recognized as “classics”), but she prefers to narrow the students’ selection by genre to ensure they are getting the literary diet that will enhance their academic health. Her top picks? High-quality but developmentally appropriate non-fiction. Most revolve on serious moral issues–child soldiers, the bombing of Hiroshima, and the like.

I believe Ms. Hollander when she says that studies have shown that students who read “high quality” material over the summer do better than those who completely self-select. My problem is that this is too short-sighted a goal. We don’t just want successful students who pass tests, we want to make life-long learners who will turn to books for information as well as pleasure through adulthood. 

So, yeah, a kid who (her comparison) reads The Hunger Games might in the short term learn less words and information that the kid who reads The Red Badge of Courage. But if the kid who reads The Hunger Games enjoys it and develops a real pleasure in reading, they might read more as a 30 or 40 year old than the kid who read The Red Badge of Courage and gritted his teeth through the whole thing (not because it’s a bad book, but because it was not to his taste). There was a wonderful post on the Nerdy Book Club recently by Sasha Reinhardt about how her low-brow love of The Babysitters’ Club series helped develop her lifelong devotion to books.  

And while studies have supported (as mentioned in previous blog posts) that non-fiction appeals to many children who normally don’t identify themselves as book-lovers, the serious tone of the books Ms Hollander lists will turn-off many children. The graphic novels Kampung Boy and American-Born Chinese may not appeal to her, but they certainly introduce serious subjects, geographic detail, and lots of new vocabulary in a format that might appeal to reluctant readers more than Francesco D’Adamo and Ann Leonori’s Iqbal  or John Hersey’s Hiroshima.

 

When Reading Books Becomes a Dangerous Habit

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Young Boy Sitting with Dog Reading
Image from http://etc.usf.edu/clipart/69800/69898/69898_boy-read.htm. That little reader looks so innocent, doesn’t he? Little does he know the life of addiction that awaits him!

I just read a hilarious article on Tablet by Marjorie Ingall about how to encourage your children NOT to read. My favorite hint is number one:

Do not set aside 15 minutes to read each day.If you set aside 15 minutes to read each day, at bedtime or before bath, you will turn reading together into a habit. You know what kind of people have habits? Junkies.

This is actually something we currently struggle with in the Klempner household. We used to have just one juvenile book delinquent (you know, the type of kid who smuggles literature into their bunks well past bedtime), but we have recently acquired a second, and a third appears to be close on his heels.  Homework is no longer getting accomplished by my second son in the prompt, no-nonsense way I used to love–he’s now forgoing his nightly worksheets, Hebrew fluency practice and spelling drills in favor of reading Tintin, Geronimo Stilton, and Stories of Tzaddikim.

My eldest son will chose to read over eating. Sometimes even over eating pizza. 

It’s probably my fault. I used to one of those slackers who read novels instead of doing my homework. And now, I read instead of doing dishes or scrubbing the bathroom. And sometimes–truth be told–even instead of writing. Maybe I need to re-read Marjorie Ingall’s article.