Posts filed under 'Writing'

Writing poems around a theme

Poet and author Shirley McPhillips is back today with a post on how to harvest students’ interest around a specific topic so that it opens up writing possibilities. For more tips on poetry in the classroom, head over to the Stenhouse website to preview Shirley’s book Poem Central.

All I Want to Write About is ——: Poems Around a Theme
By Shirley McPhillips

poem-centralWhat to do about Jerome. “All he wants to do is write about dogs.” Mandy’s a head-scratcher. “She draws stars and spaceships all over everything.” Lawrence is exasperating sometimes. “He’s been scribbling for two months with one topic to show for it. Basketball.”

I read somewhere that writers have only one or two seminal themes in their lives. That everything they write comes out of those. I have no data but I think that’s probably true for many writers. The ideas, situations, experiences, beliefs that infuse and fuel what we think, what we do.

So why not share this notion with Jerome and Mandy and Lawrence? That it’s okay, even grand, to pull different types of writing out of the same writing well. Get them making a collection around a theme. Many poets do.

I’ve given Mary Oliver’s Dog Songs to so many friends for one dog reason or another over the past couple of years. For these folks, one dog poem is not enough. It’s about that special human-canine relationship. It’s also sharing what that relationship reveals about the meaning of our own lives. If I could locate Jerome, I’d put a copy of Dog Songs in the mail.

A few years ago, Tess Gallagher wrote a serious, playful, sassy book called Portable Kisses. “There are as many nuances and inflections for kisses as there are lips to kiss,” she said.

Swirl by Swirl, Joyce Sidman’s nonfiction poems celebrate the elegance and usefulness of spiral shapes in the natural world and across galaxies. Mandy could have used this for inspiration.

Lawrence’s passion for basketball might have been greatly validated as a force for writing if he could have read the 2015 Newbery Medal Winner: The Crossover, by Kwame Alexander. In this coming-of-age novel in verse, we come to know something of the lives of two brothers, both on and off the court. Also, imagine Lawrence being inspired by another sports enthusiast, poet and anthologist Paul B. Janeczko. That Sweet Diamond, a collection of his own baseball poems, shows all the magic, grace and grit of the game from “Prayer for the Umpires” to “How to Spit.”

As we’ve said, collecting around a theme of one’s own poems is an instructive and rewarding project. So is making an anthology around a theme of other poets’ work.* Imagine Jerome getting to read lots of dog poems by other poets. And him, as editor, deciding what poems he would include in this collection. Why this poem? Why would I put these poems together in a collection? Do they fit together in some way? Do I want a variety of style? Length? Tone? In what order will I arrange them? What’s a good poem to begin? To end? What title will reflect this collection as a whole?

Recently, I was asked to submit a poem to a future anthology called Amore: Love Poems being edited by Johnny M. Tucker, Jr. Such an engaging project for me to peruse some of my poems asking: Is this a love poem? What makes this a love poem? Can love lost, or love denied, be considered a love poem? Can it be a love poem without reference to a person? Looking through the lens of “love,” poems took on new meaning. A couple were obviously love poems from the title on—“Love, Off Guard.” Others, like “Selfies of Autumn,” may not be as obvious to a reader until the epigram is considered and the story beneath the text blooms.

This poem appears in a new book, Acrylic Angel of Fate (2016, Finishing Line Press, KY).

Selfies of Autumn
(for Barbara Caldwell)

The day drips with the elixir
of autumn—a dark honey
of orange, a sadness of red,
the steadfastness of green.

A rainpool of birds slap
the summer’s heat from their wings;
beaks strip their feathers as if
to neaten up for a brave new day.

In the garden, I pose with the ghosts
of spring peonies. I can still breathe
their ambrosia heavy as wine, still feel
their heads lean.

Along the woodpath, squirrels
tear and leap, leap and tear, delirious
with an onset of primal intuition.

Above them the bittersweet vine,
blood-burned, still wants to reach,
to wind.

A windburst stirs the leaves
to the gripping point. One golden
soul, all lightness and fluttering heart,
twists and soars.

But time just won’t, I think,
allow for drift. I’ll snap a picture
for eternity, I say. You and me
against the starry cold.

—Shirley McPhillips

(Turn to p. 278 of Shirl’s book Poem Central: Word Journeys with Readers and Writers for a list called “Gathering of Flowers: Anthologies of Poetry.”)

Add comment April 19th, 2016

A picture and a poem: An intimate connection

We are happy to celebrate National Poetry Month with Stenhouse’s resident poet and author, Shirley McPhillips. In this guest post, Shirl talks about finding connections between paintings and poems, about creating “art from art.” At the end of her post, be sure to look at her paintings and try your hand at writing a few lines inspired by the images. Share it in the comments section for a chance to win a copy of Shirley’s book, Poem Central.

A picture and a poem: An intimate connection
By Shirley McPhillips

I’m growing more and more to believe that our fundamental task as human beings is to  seek out connections—to exercise our imaginations.

—Katherine Paterson, The Spying Heart

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It’s all about making connections, both in learning and in life. When objects and activities of the outside world meet an inner world of consciousness and imagination, there is a chance for new perspective, new possibility. In this exchange we develop a sense of self, an anticipation of finding new ideas.

Recently my friend Molly and I had the opportunity to set up an exhibit of our art work for a month in a local library: watercolor, acrylic, found-wood sculptures. Being poets as well, we wanted viewers to find  connections between the visual and the word.

We mounted some of our original poems along with one or two established and student poems and placed them among the paintings. The content of poem and art may have suggested a direct alliance—e.g., “Birdhouse on the Old Outhouse” next to a watercolor of that scene. Or a loose connection like a sound poem next to the abstract “Rooster Ruckus.” Or a random juxtaposition with no obvious connection. Better, we thought, for reaching. Or head scratching.

03142016 8

Poems and art together on display

As an added opportunity to interact with the art work, we set up a “Poet’s Corner.” A place for viewers to invite the muse. To sit in a quiet place, contemplate what they were observing and reading and to compose a short poem of their own. They could write off things around them in their lives, or think off a mounted poem or work of art in the exhibit. If the muse was busy right then, folks could compose at home and put the poem in the book later.

It was important for us to make the “corner” writer-friendly:

-A framed invitation to write, with a quote from Seamus Heaney:

Between my finger and my thumb / The squat pen rests. / I’ll dig with it;

            –a small bistro table;

-a Tibetan bench:

-a blue, glass pen holder for pencils (If any disappeared, we imagined they were greatly needed elsewhere, and just replaced them.);

-various types of Post-It notes and paper;

And most importantly, an elegant, flat-lying, “guest book” for poems and art with a photo of a George Bellows painting we mounted on front.

As the book opens, Jack’s hand-printed poem graces page one. He writes of a painting by Eli Rosenthal. His poem encourages those who come after, eliminating “first page shock.”

On Poetry Night, visitors browsed the exhibit, chatted with one another about the art, the poems (and the “nuance” of the Pinot Noir), then settled down for an evening of presentation. Presenters responded in various ways: Expressive readings, movement inspired by a painting or poem, a reading with shamanic drum interpretation, telling a memory connected with a painting, and so on.

At the end of the evening, a few folks who had contributed to the “Guest Book” read their poems and told about connections they had made which resulted in this work.

 

Scan 2016-4-7 0005People who participated in “A Picture and a Poem: An Intimate Connection” said it best:

Ted: The painting of the birdhouse on the old outhouse cast me right back to my grandmother. Visiting her in the summer.. The weathered boards. Wasps’ nests inside! Her standing outside humming a tune so I wouldn’t be scared. A big hug afterwards. I haven’t felt that safe since.

Marley: “Ah sunflower weary of time.” Blake’s poem. We had to memorize it in high school. I went up to that painting first. Sunflowers are my favorite flowers. I wanted to think about why. Their faces. The connection to the sun. The casting off of so many seeds.

For lots more ideas about making art from art, you might refer to “Poets Facing Art: Ekphrastic Poems,” on page 196 in Shirley’s book Poem Central: Word Journeys with Readers and Writers.

HELLO READER.

Take up the pen. “Dig with it.”

We invite you to look at Shirley’s paintings below. (Or choose an artwork you like.) What do you notice? What does that make you say? Ask? Remember? Pretend you are sitting or standing somewhere inside this painting. Look around. Write a short poem and leave it in the comments section or e-mail it to zmcmullin@stenhouse.com. Have fun with it!

Scan 2016-3-5 0002-1 Scan 2016-3-5 0002-5 Scan 2015-7-27 0017-1

6 comments April 11th, 2016

Investing in Stories

We continue to reflect on the role of stories today with an examination of the stories that surround us every day. At the end of her post, follow Katie’s tips on bringing stories to the forefront of your teaching. And then tell us on Twitter: What is your story today?

Investing in Stories

Katie Egan Cunningham

These days it seems like every industry is talking about the power of stories. Want your advertisement’s message to stick? Tell a story. Want your shareholders to keep investing? Tell a story. Want to bring in more customers? Tell a story.

In fact, if we want students to be college, career, and life ready, an investment in stories looks to be one of the most important investments we can make. Here are a few examples across industries that caught my attention.

In the December 2015 issue of Inc. magazine Thomas Goetz, CEO of Iodine, a digital health startup, says, “The story, it turns out, is the most important thing. It can’t just review what we’ve done; it must also excite the imagination about what the world will look like once we do more. It won’t be enough to present a plausible, worthy case for our future—our story must convince people that it’s worth millions of their dollars to see that future happen.”

At the online healtIMG_1206h hub HospitalityNet, consultants in the hospitality industry advise business leaders to use the structure of fiction to improve their forecasting and strategic thinking: “A good fictional storyline may seem like a whirlwind of characters and events, but for exactly that reason it can captivate and motivate an audience to grasp real issues and see different possibilities, all within a framework that everyone understands could plausibly evolve from the world as it actually exists today.”

The streets of New York City’s Chelsea neighborhood have a new retail store that changes the shopping experience—including the store’s layout and merchandise—every few months. The name of the store? Story. The driving idea is that the store is a place for discovery and maybe even reinvention. What is your story? What do you want it to be? Come in, look around, and find a new story for yourself.

Audible, the audiobook giant, advertises finding “stories that surround you.” Folding laundry? Surround yourself with a romance novel. Eating cereal? Surround yourself with the French Revolution. Sitting on the beach? Surround yourself with a noirish thriller.

Finally, the world’s biggest media brands now trust the “social media evangelists” at Storyful to “discover, verify, and acquire social media for their storytelling.” Businesses want to know which stories are worth telling.

All of this points to what, I believe, we as educators have always known—that humans are addicted to stories. That when we listen to someone else’s story we encourage a sense of belonging and make change possible. That stories are a pathway to connection.

As teachers, this gives us even more justification that time spent on powerful stories is time well spent. Here are some simple and joyful ways to keep stories at the forefront of your teaching:

  1. Make read-aloud a daily ritual, without exception. Create space for discussion before, during, and after reading.
  2. Vary the kinds of stories you share to highlight different perspectives and life experiences.
  3. Explore the structural elements of narratives as both readers and writers.
  4. Zoom in on craft techniques storywriters use to hook readers.
  5. Listen to songs and have students rewrite the lyrics as a narrative.
  6. View print and media advertisements, noticing how they tell stories to persuade their market.
  7. Listen to audiobooks as a class to “surround” yourselves in stories.
  8. Make it a year-long goal to build a classroom culture of story every day.

 

Where do you notice other industries spotlighting stories? How do you build a world of story in your classroom?

Add comment March 8th, 2016

Each day should be a story-worthy day

We are excited to kick off this week with Katie Egan Cunningham, author of Story: Still the Heart of Literacy Learning. We invite you to read her post below and then think about the role of stories in your classroom. What is your story today? Share with us here on the blog or on Twitter using this template and #Story.

Each Day Should Be a Story-Worthy Day

Katie Egan Cunningham

We are, as a species, addicted to story. Even when the body goes to sleep, the mind stays up all night, telling itself stories.

― Jonathan Gottschall, The Storytelling Animal: How Stories Make Us Human

Each morning I wake up to the human alarm clock that is the sound of my children’s feet climbing out of bed, letting me know it’s time to get up. Once my eyes are open, I grab my five-minute journal and jot down three thoughts about what would make today great, three things I am grateful for, and an affirmation of who I am. Before I close my eyes at night, I grab my journal once more to process the day—to remember three amazing things that happened that day and how I could have made the day better. This journaling ritual in my life began as a Valentine’s Day gift from my husband. Better than flowers or chocolate, he somehow knew that envisioning the story of my day before it happened and remembering storied moments at its end would be a simple way to bring me happiness every day. He was right. For a year now, I have been hooked.

When my children hop on the bus or walk through the doors of their schools, I envision their day, knowing that there will be story-worthy moments. I wonder what amazing things will happen to them. What stories will they hear that inspire them to be kind or to take new risks? What will friends say that make them laugh or make them cry? Will they bravely share an idea out loud? How will it be received? I know there will be Morning Meeting stories. Talking in the hallway stories. Monkey bars stories. Roaming in the library stacks stories. P.E. team-picking stories. Bus riding stories.

In my work with teachers and students, I’ve started to adopt the five-minute journal philosophy—that is, that envisioning and remembering the stories of our days in a few simple words and phrases is a way of building a story-worthy attitude about every day.

I also believe that, as teachers, we have the power to be story changers for our students. Every Monday, I work in an afterschool program supervising soon-to-be literacy specialists working with fourth and fifth graders. I tell my graduate students that their primary role is to learn as much as they can about the students’ stories—what matters most to them—and to use that information to drive their decisions as teachers.

One day, during the afterschool program, I read aloud The Best Story by Eileen Spinelli. With each turn of the page, children nodded their heads in agreement—oh yeah, lots of action makes the best stories. Plenty of humor makes the best stories. Stories that make people cry are actually the best. Rather than go along with the chorus of agreement, a boy named Andrew talked back to every page, letting us know he was resisting this particular story and maybe even the story of our time together. We needed to show Andrew that he had choice and challenge in our time together, and that what mattered to him was valuable to us. As the weeks went on, Andrew became the first student to arrive and the last one to leave. He stayed to work on his new comic book, to write about Yo-Kai Watch characters in their fantasy world, to talk to me about his soccer match and what he wanted to read next. His identity in the afterschool program changed from resistor to most passionate contributor. Andrew unknowingly convinced me each week that what we were doing together as readers, writers, and thinkers mattered, and that as teachers we have the power to change the narratives we tell ourselves about our students.

I am convinced that human connection is the pathway to knowing each other’s stories, so I decided to use heart mapping in my work with teachers last fall. Through the process of jotting and sharing, I learned that one teacher was battling throat cancer as she tearfully explained the cancer ribbon drawing she made on her map. I learned that I grew up in the same small New Jersey town as someone sitting across from me. I learned that other teachers also had two sons. Our relationships to one another changed. We came to know more of one another’s stories.

To help your students (and yourself) take note of the story that happens each day, try starting with these simple methods:

1. Take time at the start of the school day to jot down what would make today great.
2. Take time at the end of the school day to jot down three amazing things that happened and one thing you could have done to make the day better.
3. Build in time for students to share their interests through heart mapping, community mapping, and hopes and dreams mapping.
4. Provide time for partner talk, emphasizing the importance of listening as much as speaking.
5. Tap into students’ interests to support their book shopping—what connections do they have to characters, real-life figures, and settings?
6. Step back and observe your students, both in and out of the classroom. Notice and jot down the storied moments you see, and share them with students as fuel for their writing.
7. Share your own jottings about the story of your day.
8. Remind students that every day is a story-worthy day.

What are the stories you are grateful for each day in your classroom? When have you been a story changer in a student’s life? When have students changed your story?

1 comment March 7th, 2016

Find Your Writing Tribe – Participate in the Slice of Life Story Challenge

We are thrilled to have a guest post today from author Stacey Shubitz who invites everyone to take part in the Slice of Life Story Challenge starting March 1. The great thing about this challenge is that you do not have to consider yourself a writer to participate — just put one foot in front of the other, find your tribe, and start writing!

Find Your Writing Tribe. Participate in the Slice of Life Story Challenge

By Stacey Shubitz

My Dad was an Eagle Scout who still loves the outdoors. He encouraged me to start hiking when I ventured away to sleepaway camp. I used my hiking boots just once during my first summer away from home. After a day hike, I declared hiking too tedious; it wasn’t for me. I shoved my once-worn hiking boots under my bed and didn’t touch them again until I packed up at summer’s end.

During the school year that followed, my father persuaded me to try hiking again. He thought I would enjoy it. In an effort to get him off of my case appease him, I vowed to try another daylong hike. I’m not sure if was the camaraderie, the scenery, or the GORP (a mixture of raisins, peanuts, and M&Ms), but I had a good time. Even though my legs ached by the end of the day, I signed up for another day hike a week later. I was hooked by the end of the second hike. By the time I returned to camp, I committed to an overnight hike, which consisted of climbing Mt. Washington, the highest peak in the northeastern United States!IMG_3809

Climbing Mt. Washington was challenging, but beautiful. Along the way my friends and I encountered lush forests and waterfalls.

Our overnight accommodations at the Lake of the Clouds Hut were sparse, but they were divine to our group considering how tired our bodies were after climbing all day.

The following morning, we awoke early, ate breakfast, and climbed to the summit of Mount Washington, where we were treated to a view of four states, Quebec, and the Atlantic Ocean!

I was exhausted when the counselors announced it was time to go. (Truth be told: I wished we could take the Cog Railway back down, but that didn’t happen.) I struggled with the hike to the base of the mountain, but kept myself focused that I’d always be able to wear the “This body climbed Mount Washington” t-shirt I purchased at the Mount Washington visitor center.

IMG_3812I remember sitting with ice packs for a day or two once we returned to sleepaway camp. (I also have a distinct memory of the five of us kids who climbed Mount Washington using tubes of Ben Gay, which the nurses gave us when we visited the infirmary.) Despite my temporarily bruised body, I recall feeling proud myself after climbing Mt. Washington. I had tried something I hadn’t particularly liked a second time, found I enjoyed it, and worked hard to accomplish something. To this day, I’m glad I gave hiking a second chance. As a result, I’ve hiked through incredible places, like Arches National Park, Bryce Canyon, the Chilkoot Trail, Denali National Park, El Yunque National Forest, the South Rim of the Grand Canyon, Kenai Fjords National Park, the Mendenhall Glacier, and Yosemite as a young adult.

I didn’t think I could be a hiker, but after reconsidering its merits and trying it again, I found my way to it. And quite honestly, it didn’t take much for me to become a hiker. I signed up for a hike, strapped on hiking boots, filled my canteen with water, put one foot in front of the other, and was on my way to becoming a hiker. I didn’t initially think of myself as a hiker, but once I did it more and developed the persona of a hiker. (I even purchased a Camelbak so I could get the hiker look!)

It takes work to become anything you endeavor to be. Perhaps you don’t consider yourself a writer. Just as I took a second look at hiking, I want to encourage you to take another look at being a writer. I didn’t need to hike the entire Appalachian Trail in order to consider myself a hiker. I put one foot in front of the other — and did it a lot — until I got good at it and enjoyed it.

Taking on the identity of a writer is hard for some people since they feel writers are people whose names appear on book covers. That couldn’t be further from the truth. A writer is anyone who writes regularly. Therefore, the only thing standing between you and becoming a writer is you. If you tell yourself it will take time to get comfortable putting words on the page, you can be a writer. If you tell yourself you can positively impact the lives of your students by writing regularly, you can be a writer. If you tell yourself you will shut down the voices in your head that tell you you’re not talented enough, you can be a writer. It takes time and practice, but everyone can become a great writer.

Once you come to believe the world will be a better place if your voice is part of it, the next thing you must do in order to become a writer is to make writing daily a priority. I realize it’s hard to fit yet another thing – in this case making a commitment to write daily — into an already jam-packed schedule. I have blogged about ways to create a writing life that is both consistent and meaningful.

The other thing you’ll need to do to become a confident writer is to find your tribe. One way you can do this is to form a weekly writing group with your colleagues. Another idea is joining an online writing challenge, such as the Slice of Life Story Challenge, which we host at Two Writing Teachers. This is a community of teacher-writers – at varying points in their careers – who come together to share blog posts about the ordinary moments in their lives.

Here’s a step-by-step process to get you ready to take on the Slice of Life Story Challenge in March

 

The Ninth Annual Slice of Life Story Challenge begins on Tuesday, March 1st over at Two Writing Teachers. All you need to get started is your own blog – which you can start for free using blogging software like WordPress or Edublogs – and a commitment to write daily. For more information on how to participate in our month-long writing challenge, please go to https://twowritingteachers.wordpress.com/2016/01/25/join-our-writing-community/.

I am confident teachers who are passionate about writing and write regularly have students who are more confident and capable writers. I know this because I was always very public about my writing life when I taught fourth and fifth grades. I allowed my students to peek into my notebook. I shared my writing with them regularly. As a result, I knew the struggles they faced – as writers – because I was a writer myself.

Like climbing a mountain, writing is hard when one’s new to it. Even if writing has been an uncomfortable task for you in the past, I encourage you to try it again. You never know where it might lead you.

Stacey Shubitz is a Pennsylvania-based literacy consultant and a former elementary school teacher. She is the co-author of Day by Day: Refining Writing Workshop Through 180 Days of Reflective Practice (Stenhouse, 2010).  Her next book from Stenhouse, Craft Moves: Lesson Sets for Teaching Writing with Mentor Texts, will be available in the summer of 2016. She blogs at Two Writing Teachers and can be found on Twitter at @sshubitz.

6 comments February 23rd, 2016

Now Online: Interactive Writing Across Grades

Interactive Writing Across GradesInteractive writing is a dynamic, unscripted instructional method in which the teacher and students work together to construct a meaningful text while simultaneously discussing the details of the writing process.

Interactive Writing Across Grades: A Small Practice with Big Results by Kate Roth and Joan Dabrowski unpacks this powerful strategy step by step and grade by grade. The authors help you figure out where and how interactive writing fits within your literacy framework. The book includes:

• an overview of the interactive writing method and how it fits into your balanced literacy program;
• concrete ways to launch interactive writing to support both process and craft instruction;
• step-by-step guidance to implement the method with students of all ages; and
• real classroom writing from every grade that shows what to expect at each phase of the process.

Discover what makes interactive writing a particularly effective teaching practice that can support both emergent and fluent writers. Preview the full text of Interactive Writing Across Grades now!

#InteractiveWriting

1 comment February 2nd, 2016

Putting the Exploratory Notebook into Practice

We are excited to have a guest post today from Tara Smith from the Two Writing Teachers blog. She used Ralph Fletcher’s new book, Making Nonfiction from Scratch, to implement exploratory notebooks in her classroom.

notebookIn his wonderful new book, Making Nonfiction From Scratch, Ralph Fletcher tells it like it is for writing teachers (and their students) everywhere:

When it comes to nonfiction, teachers don’t have to work very hard to motivate students…with this genre we start with an intrinsic buy in from students. On the other hand, I see an awful lot of formulaic nonfiction writing in the schools I visit. Nonfiction is the writing genre most typically “done to” students. We channel students into a particular curricular area whether they like it or not. We organize their writing for them, directing them to follow rubrics and use detailed prewriting outlines and graphic organizers. We teach them our system for taking notes and doing research. We tell students, “Your final report must include _____, and _____, and _____.” No wonder students feel confined! No wonder so much of their nonfiction writing lacks energy and voice. Welcome to nonfiction writing: our most pre-packaged genre.

Ouch!

So, over winter break, I took a good long look at my plans for our nonfiction unit, which I was set to launch on our first day back to school. My sixth graders were so excited to be moving on from personal narrative and memoir into the realm of “the real stuff” (as one put it) “the kind of stuff I WANT to be writing about!”. And I wanted to be sure that they stayed excited from launch all the way through time to publish. I wanted our nonfiction unit to rock!

Among Fletcher’s suggestions for key ingredients of “making nonfiction from scratch” was an Exploratory Notebook – a place to gather information, think through ideas, and sketch out writing. I thought back to our many varied attempts to do all of this in many different places – our writer’s notebooks, research folders, “thinking envelopes” – and how nothing had worked quite the way I’d wanted it to. Ralph Fletcher would probably say this was because I had pre-packaged each of these research/gather/write venues, they were “done to” my students rather than “done by” them.

Read the full post on Two Writing Teachers

Add comment January 19th, 2016

Now Online: Close Writing

How closely do your students read their writing? What are the implications for those who do and those who don’t?

During her work in classrooms, literacy coach Paula Bourque noticed that students who read their own writing closely are engaged in their work, write fluently, are able to produce lengthy drafts, and incorporate teaching points from mini-lessons into the day’s writing.

In this comprehensive book, Paula shows you that no matter what structures or lessons you use in your writing classroom, the strategies in Close Writing will help you make these better by creating student writers who are more aware of what effective writing looks like, who care about what they write, and who take ownership and responsibility for their growth as writers.

You can preview Close Writing in its entirety online! It is also available in e-book format.

We recently sat down with Paula to talk about her book:


Add comment January 6th, 2016

Author conversation with Ralph Fletcher

We recently had a chance to sit down with Ralph Fletcher, whose latest book is Making Nonfiction from Scratch. In this clip, Ralph talks about what makes nonfiction inherently creative. Preview Making Nonfiction from Scratch it its entirety online!


Add comment December 10th, 2015

Catch up on our chat with Jake Wizner

Thanks to MiddleWeb, we had the opportunity to chat with Jake Wizner, author of Worth Writing About, about writing memoir with middle-grade students. He shared some great ideas and strategies, as well as his favorite mentor texts. You can preview Jake’s book online now in its entirety!

Add comment October 23rd, 2015

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