Nonfiction Monday: Spilling Ink

Spilling Ink: a young writer's handbook by Anne Mazer and Ellen Potter, illustrated by Matt Phelan.  Roaring Brook, 2010

Over the years I have purchased many 'how to write' books for my entlings.  Avid readers all, they have all embarked on a writing life in one way or other.  

Spilling Ink is by far the best, most easy to read, and helpful "how to think about writing" handbook I have ever encountered for young (and not so young) writers.

Mazer and Potter have created a  book that is chock full of help, advice, and concrete ways to jump start characters, plots, settings, and dialogue. They offer methods for revising and critiquing. Each of the  short chapters is signed "by Ellen" or "by Anne" and concludes with a "I Dare You" challenge that underscores the point of the chapter.  Just perusing the "I Dare You"s will start imaginations spinning.

I DARE YOU:  Think of an event that you wouldn't ordinarily consider suspenseful. It might be waiting or the school bus, walking the dog, or visiting your grandparents. Create a situation in which this every day event suddenly becomes incredibly suspenseful. 

Their suggestions are practical, not abstract.  They share their own struggles with humor and candor.  They interview each other at the end of the book, sharing their early inspirations and adding more background about their writing lives. 


The book's design and organization  is thoughtful and well planned.  There was  not an index in my ARC but the table of contents can be scanned quickly.  Nicely-sized print with easy-on-the-eyes spacing encourages dipping in at any point or reading from the first page straight through to the end. Excellent use of white space and strategic placement of  Matt Phelan's illustrations further enhance the readability.  His boys and girls are of diverse ethnicities so any child can picture themselves as a young writer.  Phelan shows kids writing on computers, in notebooks, at desks and on window sills.

Potter and Mazer's discussion of different literary elements is useful not only to kids trying to write with them,  but for teachers trying to introduce them as a tool for literature interpretation.
Using Mazer's and  Potter's ideas for writing prompts could go a long way towards helping students understand these concepts.  It is easier to recognize a metaphor if you've had the experience of writing one. 

Do buy some copies for your library and then BOOK TALK it so they will know it is there.  Open it up so they see the kid friendly format.   This book could too easily disappear into the  800s of a library collection which would be a waste.  If there are  young'uns in your life who scribble away all day in notebooks, leave a copy of the book where they will find it.  Do tread gently.  Writing kids are fiercely protective of their writing and will brook no interference, no matter how kindly intended. 

When they do pick it up, Mazer and Potter are there with them, in the chair, on their bed, in the windowsill  as the ideas fly, offering assurance, encouragement and help.

Boots on the Ground

A day in the life of a substitute school librarian:

Thank goodness all school libraries have a box (or in this case a shelf) where they keep all the random, lost, mislaid, unattached, displaced and abandoned mystery cords and connectors "just in case."

TWO minutes before my first class poured into the library where I was subbing today I found an acceptable power cord for the projector in that clutter. Hard to project your highly entertaining writing lesson without power!!! (Why the projector was missing the power cord to begin with is another mystery.)

Good thing that I am a bona fide, certified, sanctified, dignified, sanitized, applied and surprised if not somewhat fried, true-blue librarian -- able and ready to deal with any reading or library media emergency.


Splendid day.



Another benefit of the short story book, Noisy Outlaws, Unfriendly Blobs, and Some Other Things That Aren't As Scary, Maybe, Depending on How You Feel About Lost Lands, Stray Cellphones, Creatures from the Sky, Parents who disappear in Peru, a Man Named Lars Farf, and One Other Story We Could Not Finish So Maybe You Can Help Us Out, Stories by Nick Hornby, Neil Gaiman, Jon Scieszka, Jonathan Safran Foer and more. (Delacourt, 2005) is ... the "Other Story We Could Not Finish So Maybe You can Help Us Out" entry at the back of the book. Perfect for National Day on Writing.

Each period, a class of seventh graders set to work finishing Mr. Snicket's story with, mostly, quiet engrossment.

Best question of the day from a young gentleman who inquired, "Can I add zombies?"
Answer: It is YOUR story.



Fibs
"Have you tried Fibbing?" I asked when the the head of the English department at that campus lamented the lack of fun, inspiring, writing projects for the math and science teachers who were participating in the day of writing. She had not heard of Fibs so I was able to spread the word and send her towards GottaBook's Greg Pincus.


Puppets and other fantastical creatures
The thing that continues to dazzle me about junior high kids is how they can be cool, aloof teens one moment and in the next are asking about and then talking to a 'dragon' with an utterly goofy smile on their faces. Honestly, the annoying creature (Dragon, not the student) is going to need his own Facebook Fan page if this keeps up. His ego knows no bounds at this point.

If I could I would leave him at home when I have a job, but you can't argue with a dragon at 6:30 in the morning so I just let him come along.
I don't like it. His behavior is not reliable. Still, I am amazed that so many kids remember him though. I mean he doesn't even talk. He just smirks and muggs and--

I swear, they screamed and cheered when he came out today. It took us both quite aback. It was ridiculous. I 'heart' seventh graders.

National Day on Writing

I am teaching in a junior high library tomorrow, the National Day on Writing. This is going to be FUN!!


The Resolution:
Expressing support for the designation of October 20, 2009, as the National Day on Writing. (Agreed to by Senate)

SRES 310 ATS

111th CONGRESS

1st Session

S. RES. 310

Expressing support for the designation of October 20, 2009, as the National Day on Writing.

IN THE SENATE OF THE UNITED STATES

October 8, 2009

Mr. CASEY (for himself, Mr. ROBERTS, Mr. SANDERS, Mr. BROWN, Mr. FEINGOLD, and Mr. AKAKA) submitted the following resolution; which was considered and agreed to

RESOLUTION

Expressing support for the designation of October 20, 2009, as the National Day on Writing.

Whereas people in the 21 st century are writing more than ever before for personal, professional, and civic purposes;

Whereas the social nature of writing invites people of every age, profession, and walk of life to create meaning through composing;

Whereas more and more people in every occupation deem writing as essential and influential in their work;

Whereas writers continue to learn how to write for different purposes, audiences, and occasions throughout their lifetimes;

Whereas developing digital technologies expand the possibilities for composing in multiple media at a faster pace than ever before;

Whereas young people are leading the way in developing new forms of composing by using different forms of digital media;

Whereas effective communication contributes to building a global economy and a global community;

Whereas the National Council of Teachers of English, in conjunction with its many national and local partners, honors and celebrates the importance of writing through the National Day on Writing;

Whereas the National Day on Writing celebrates the foundational place of writing in the personal, professional, and civic lives of Americans;

Whereas the National Day on Writing provides an opportunity for individuals across the United States to share and exhibit their written works through the National Gallery of Writing;

Whereas the National Day on Writing highlights the importance of writing instruction and practice at every educational level and in every subject area;

Whereas the National Day on Writing emphasizes the lifelong process of learning to write and compose for different audiences, purposes, and occasions;

Whereas the National Day on Writing honors the use of the full range of media for composing, from traditional tools like print, audio, and video, to Web 2.0 tools like blogs, wikis, and podcasts; and

Whereas the National Day on Writing encourages all Americans to write, as well as to enjoy and learn from the writing of others: Now, therefore, be it

Resolved, That the Senate--

(1) supports the designation of October 20, 2009, as the National Day on Writing;

(2) strongly affirms the purposes of the National Day on Writing and encourages participation in the National Gallery of Writing, which serves as an exemplary living archive of the centrality of writing in the lives of Americans; and

(3) encourages educational institutions, businesses, community and civic associations, and other organizations to promote awareness of the National Day on Writing and celebrate the writing of their members through individual submissions to the National Gallery of Writing.