As I’m writing this, I can hear breaking news being televised in the next room, reporting that police officers in Baton Rouge have been shot and killed. After I first heard about this and had a chance to process my now all-too-familiar shock and disgust, it occurred to me that our country has reached the point when the mourning periods during which we lower the American flag to half staff are now overlapping, due to the frequency of such tragedies. These events of extraordinary violence have become so familiar we use the names of their locations as shorthand: Orlando. Baton Rouge. Minneapolis. Dallas. San Bernardino. Charleston. Newtown. All of this is to say nothing of the wider problems also occurring throughout the world.
When I was a kid in the age range of the middle grade reader, our most immediate access to the events of the day was either the evening news, the newspaper that arrived the following morning, or occasional thirty-second bulletins on the radio. Social media and a twenty-four hour news cycle defined by divisiveness, hatred, and fear has to make it harder for kids these days. Even if they don’t closely follow what’s happening, they live in a world saturated by all variety of things going wrong. As they get older, they become more aware of the boundaries that separate people as lines are drawn between ideologies that don’t agree. Talking about things like politics and religion have become conversational third rails, since expressing beliefs or aligning yourself with any kind of strong opinion too readily invites conflict.
When thinking about problems like these, it’s hard for me to separate my roles as a teacher and a writer, because, for better or worse, I see them both as much as who I am as what I do. Teachers can have a great deal of influence on their students. They plant seeds regarding character. They try to act as role models worth emulating. When the school year is done they send their students into the future and usually will never know how much difference they made, if any at all. It’s frustrating, but it’s something you learn to accept. In the end, all you can do is hope you made a difference.
One way teachers work to make that difference is through books. They put a lot of thought into what they read to their classes, and what titles are included in their classroom libraries. They’ve all seen students unable to choose a new book to read, and usually can figure out which books those perplexed students will enjoy. They help desperate parents of reluctant readers find books their children might connect with.
This is where writers come in. We need to give those kids books to read, and ideas to think about. We make our characters handle difficult situations and resolve the conflicts that follow. Some of those conflicts are things middle grade readers might experience in their daily lives, or are only aware of from a third-person distance. Some might even be so utterly fantastical they could never happen in real life, but they can still give readers things to consider.
We also give them examples of consequences that follow certain decisions and actions. I think it’s fair to say that most writers have favorite books from when we were younger. How many of those books might have helped shape our view of the world as adults?
Even a book intended to be little more than a fun story has merit. Maybe silly is exactly the kind of thing that will win over a reluctant reader, and convince them to broaden their horizons and try reading something new. Maybe it just provides that reader with a welcome escape from what they’re facing in the real world.
Not every book that makes it on a library shelf is going to change the trajectory of the entire human race, but that doesn’t mean it won’t challenge some reader out there. Even when we’re frustrated enough to scream from all of the work that comes with our drafting, and revising, and editing, and revising again, everything we do is a small step in the direction of someday making a difference. When we write, our goal is to communicate an idea or provoke an emotion at some level. Isn’t that ultimately the purpose of art?
It’s easy to feel helpless when things in the world are going so wrong, and so many problems feel like they’re beyond our control. The next time you sit down to outline, or stress-spiral through your notes, or hack away at your current work-in-progress, remember that each paragraph you write is a contribution to the greater cultural thumbprint of literature. Writing something can make a difference, whether it ends up on bestseller lists, or is only enjoyed by a small circle of people, or just helps you understand your own world better. You probably won’t ever get to know what kind of reach your work has or how many people could be influenced by it, but that’s okay.
Regardless of where you are on your own writing journey, there will always be value in the effort. Your effort could someday plant an idea with someone, and help them find the tools they need to make their world a better place.
Showing posts with label literature. Show all posts
Showing posts with label literature. Show all posts
Monday, July 18, 2016
Monday, October 5, 2015
What Kids Read #4
Today we have the fourth interview for What Kids Read! Enjoy!
1.) What grades/age groups do you work with?
I work in a small, k-12 school. I teach English in the upper school, and I run a book club for elementary and middle school students.
2.) What are some of your favorite middle grade books?
The BFG, The Wolves of Willoughby Chase, Doll Bones, A Snicker of Magic, Goodbye Stranger, P.S. Be Eleven, and I am currently reading and loving both The Akata Witch and Rules for Stealing Stars.
3.) What genres/topics do kids seem to ask for the most?
I think fantasy is the most popular genre, but we definitely have kids who gravitate towards contemporary.
4.) What book titles are the most popular right now?
Our students recently read and loved Breadcrumbs and The Real Boy, by Anne Ursu. A few students are also really into the Emily Windsnap series, by Liz Kessler.
5.) What do kids seem to like the least or what do kids complain about when it comes to books?
Students often express frustration when they feel confused by a text. That can happen for a variety of reasons. Sometimes they don't understand what is literally happening in the story. Sometimes the plot structure is complex or the vocabulary is unfamiliar. In those moments, I try first to validate their confusion ("Yes, there are a lot of characters to keep track of here." Or "Yes, it was tricky when that flashback happened."). Then I try to help them learn strategies to overcome their confusion. Chris Tovani has an amazing book about this called I Read it, but I Don’t Get it. The strategies hopefully benefit students in their later reading lives as well.
6.) What gets kids excited about reading?
My students love getting lost in the world of a story. They love a mystery to solve or a secret to uncover. And I love to see them empathize and become invested in the wellbeing of the characters. They also relish the freedom that comes with the ability to read on their own. For students at that age, reading is very much an act of independence, exploration, and maturity.
Dana Langer is a high school English teacher and the author of The Sirens of Starbridge Cove, a middle grade novel forthcoming from Aladdin/S&S in 2017. She is represented by Alexander Slater at Trident Media Group and can be found online at danalanger.blogspot.com or on Twitter at @danicalanger.
1.) What grades/age groups do you work with?
I work in a small, k-12 school. I teach English in the upper school, and I run a book club for elementary and middle school students.
2.) What are some of your favorite middle grade books?
The BFG, The Wolves of Willoughby Chase, Doll Bones, A Snicker of Magic, Goodbye Stranger, P.S. Be Eleven, and I am currently reading and loving both The Akata Witch and Rules for Stealing Stars.
3.) What genres/topics do kids seem to ask for the most?
I think fantasy is the most popular genre, but we definitely have kids who gravitate towards contemporary.
4.) What book titles are the most popular right now?
Our students recently read and loved Breadcrumbs and The Real Boy, by Anne Ursu. A few students are also really into the Emily Windsnap series, by Liz Kessler.
5.) What do kids seem to like the least or what do kids complain about when it comes to books?
Students often express frustration when they feel confused by a text. That can happen for a variety of reasons. Sometimes they don't understand what is literally happening in the story. Sometimes the plot structure is complex or the vocabulary is unfamiliar. In those moments, I try first to validate their confusion ("Yes, there are a lot of characters to keep track of here." Or "Yes, it was tricky when that flashback happened."). Then I try to help them learn strategies to overcome their confusion. Chris Tovani has an amazing book about this called I Read it, but I Don’t Get it. The strategies hopefully benefit students in their later reading lives as well.
6.) What gets kids excited about reading?
My students love getting lost in the world of a story. They love a mystery to solve or a secret to uncover. And I love to see them empathize and become invested in the wellbeing of the characters. They also relish the freedom that comes with the ability to read on their own. For students at that age, reading is very much an act of independence, exploration, and maturity.
Dana Langer is a high school English teacher and the author of The Sirens of Starbridge Cove, a middle grade novel forthcoming from Aladdin/S&S in 2017. She is represented by Alexander Slater at Trident Media Group and can be found online at danalanger.blogspot.com or on Twitter at @danicalanger.Monday, July 13, 2015
Telling the Stories That Want to be Told
Back in early May, I was anxious for the release of Wilder Mind, the new album by the band Mumford & Sons. I’m using more than one meaning of “anxious” here; I was excited to have new music from a band that’s become a favorite of mine over the past few years, but I was also a little concerned. There was every indication this new album would be a serious departure from their signature sound.
Initially I was a bit disappointed with the changes, because the band had always been such a reliably unique feature on the landscape of popular music, and the sound of the new album was definitely a step away from that direction. But I kept listening and gave it every fair chance to connect with me. Eventually it did, to the degree that when I listen to it now I hear more similarities to their previous work than differences. The new songs convey the same emotional resonance as the older ones, and have the same storytelling aesthetic. The band still wrote the songs that wanted to be written, but just wound up writing them differently than before, and trusting what followed.
I thought a lot about how my reaction to this album could be like a middle grade reader expecting a certain kind of story from a favorite genre. Most kids in the middle grade age group will identify what they want to read by genre more than anything else, whether they realize they’re doing it or not. They’ll think, “Well, if I liked reading Book A, which has this kind of story, then I’ll probably like Book B because it has a similar story.” This kind of favorite-associating connection is a common discussion point between teachers and parents while searching for ways to engage reluctant readers. Scary books, funny books, books about animals, sports books, myths and legends, historical fiction, science fiction, graphic novels, sad books, adventures, non-fiction, or something from a series -- all of these and more are explored while trying to find that magical gateway that will get a child interested enough in reading. A lot of middle grade readers, both the tentative and the self-motivated, are more likely to try a book if they have a good idea about what to expect from it before they commit to reading.
So where does that leave us, the middle grade writers? Should we focus on horror stories because the Goosebumps books have had such staying power? Should we start sketching characters for graphic novels to take advantage of that current popularity, or create a boarding school filled with extraordinary people where we can send a misfit character who will make friends and enemies, face challenges, and have adventures? Should we mold our story ideas to conform with the most popular genres, and then keep driving along while always staying in the same lane?
Of course not. I’d like to think anyone who would seek out a blog devoted to middle grade literature would understand the futility of chasing trends as a key to success. But what about establishing a platform when you’re starting out, or even just trying to find a niche?
Let’s take me, for example. I don’t read a lot of fantasy. I don’t have anything against it, it’s just never been something I’ve actively sought out. If I decided to try and write a fantasy novel, I’d find myself at the beginning of a steep uphill battle because my passion isn’t there. But what if I was lucky enough to have a tidy little pile of published books years from now, and one day a brilliant idea for a fantasy story came out of nowhere and smacked me upside the head? Would it be better to take it on and work out the idea, or ignore a story I felt strongly about and move on to something else I felt was more expected of me?
The way I see it, there shouldn’t be anything wrong with a writer trying to demonstrate the kind of range they potentially have, especially when they’re still working to become established. Since there really aren’t any guarantees in publishing, I think the first rule has to be for a writer to stay true to their passion. If that means living inside of one genre for all the reading and writing you do because that’s what you love, great. You’ll have plenty of background knowledge to work with, and that will translate into your writing, and you’ll still likely find ways to keep yourself challenged. But if not? Well, I think that’s okay too. You still have to write something you feel strongly about, and maybe your stories will take you in different, unexpected, and exciting new directions.
If publishers do guide their established writers to work inside the genres that fit their familiar platforms? I suppose that would be the kind of problem I don’t think I’d mind having. But until it happens -- if it ever does -- I’ll just keep telling the stories that want to be told. Even if that means sometimes telling them differently than before, and trusting what follows.
Initially I was a bit disappointed with the changes, because the band had always been such a reliably unique feature on the landscape of popular music, and the sound of the new album was definitely a step away from that direction. But I kept listening and gave it every fair chance to connect with me. Eventually it did, to the degree that when I listen to it now I hear more similarities to their previous work than differences. The new songs convey the same emotional resonance as the older ones, and have the same storytelling aesthetic. The band still wrote the songs that wanted to be written, but just wound up writing them differently than before, and trusting what followed.
I thought a lot about how my reaction to this album could be like a middle grade reader expecting a certain kind of story from a favorite genre. Most kids in the middle grade age group will identify what they want to read by genre more than anything else, whether they realize they’re doing it or not. They’ll think, “Well, if I liked reading Book A, which has this kind of story, then I’ll probably like Book B because it has a similar story.” This kind of favorite-associating connection is a common discussion point between teachers and parents while searching for ways to engage reluctant readers. Scary books, funny books, books about animals, sports books, myths and legends, historical fiction, science fiction, graphic novels, sad books, adventures, non-fiction, or something from a series -- all of these and more are explored while trying to find that magical gateway that will get a child interested enough in reading. A lot of middle grade readers, both the tentative and the self-motivated, are more likely to try a book if they have a good idea about what to expect from it before they commit to reading.
So where does that leave us, the middle grade writers? Should we focus on horror stories because the Goosebumps books have had such staying power? Should we start sketching characters for graphic novels to take advantage of that current popularity, or create a boarding school filled with extraordinary people where we can send a misfit character who will make friends and enemies, face challenges, and have adventures? Should we mold our story ideas to conform with the most popular genres, and then keep driving along while always staying in the same lane?
Of course not. I’d like to think anyone who would seek out a blog devoted to middle grade literature would understand the futility of chasing trends as a key to success. But what about establishing a platform when you’re starting out, or even just trying to find a niche?
Let’s take me, for example. I don’t read a lot of fantasy. I don’t have anything against it, it’s just never been something I’ve actively sought out. If I decided to try and write a fantasy novel, I’d find myself at the beginning of a steep uphill battle because my passion isn’t there. But what if I was lucky enough to have a tidy little pile of published books years from now, and one day a brilliant idea for a fantasy story came out of nowhere and smacked me upside the head? Would it be better to take it on and work out the idea, or ignore a story I felt strongly about and move on to something else I felt was more expected of me?
The way I see it, there shouldn’t be anything wrong with a writer trying to demonstrate the kind of range they potentially have, especially when they’re still working to become established. Since there really aren’t any guarantees in publishing, I think the first rule has to be for a writer to stay true to their passion. If that means living inside of one genre for all the reading and writing you do because that’s what you love, great. You’ll have plenty of background knowledge to work with, and that will translate into your writing, and you’ll still likely find ways to keep yourself challenged. But if not? Well, I think that’s okay too. You still have to write something you feel strongly about, and maybe your stories will take you in different, unexpected, and exciting new directions.
If publishers do guide their established writers to work inside the genres that fit their familiar platforms? I suppose that would be the kind of problem I don’t think I’d mind having. But until it happens -- if it ever does -- I’ll just keep telling the stories that want to be told. Even if that means sometimes telling them differently than before, and trusting what follows.
Friday, February 6, 2015
What Kids Read #2
Today we have the second interview for What Kids Read! Enjoy!
1.) What grades/age groups do you work with?
I am a librarian at a public high school, and I work with grades 9-12.
2.) What are some of your favorite kid lit books?
It's so hard to narrow it down to just a few favorites! I love anything by John Green, and Paper Towns is my all-time favorite YA novel. I also love anything by Andrew Smith; The Marbury Lens and Stick are my favorite of his books.
3.) What genres/topics do kids seem to ask for the most?
It really varies by student, although currently sci-fi and fantasy are the most requested genres in the library. In the last year or so, more and more students are asking for contemporary fiction and romance.
4.) What book titles are the most popular right now?
I ran the report, and right now, here are our most popular titles: The Fault in Our Stars, Paper Towns, Looking for Alaska (first three by John Green), Tsubasa (graphic novel series) by CLAMP, Hunger Games series by Suzanne Collins, The Maze Runner series by James Dashner, Escape from Furnace series by Alexander Gordon Smith, Divergent series by Veronica Roth, Left Behind series by Tim LaHaye, Chronicles of Nick series by Sherrilyn Kenyon, and Gone series by Michael Grant.
5.) What do kids seem to like the least or what do kids complain about when it comes to books?
I have found that students don't like books where the plot is unclear or where they dislike the main character. Also, most students have a hard time getting through books with non-American slang (like British slang, for instance).
6.) What gets kids excited about reading?
Kids love books with tons of action, likable characters, and funny dialogue. They also like books with edgy components, like those by Ellen Hopkins. Most students enjoy reading series and really getting to know the characters.
7.) If you've had author visits at your library/classroom what worked well and what didn't?
We had a Skype visit with a popular author a few months ago. We wrote out our questions ahead of time, and it went wonderfully well! He was engaging, and had prepared a little motivational talk about reading and writing which he presented before opening it up to questions. The kids loved it and can't wait to get their hands on all of his books! The technology didn't work perfectly, but that had more to do with our WiFi connection than anything.
8.) Are there any other thoughts about children's literature or reading you'd like to share?
Authors should never "hold back" when it comes to writing YA. For most of the students I work with, the edgier, the better!
If you are a librarian, teacher, or educator and would like to be interviewed on the blog please email MGminded (at) gmail (dot) com and put "What Kids Read" in the subject line. And if you have questions about what kids read that you'd like answered send them to the same email address.
1.) What grades/age groups do you work with?
I am a librarian at a public high school, and I work with grades 9-12.
2.) What are some of your favorite kid lit books?
It's so hard to narrow it down to just a few favorites! I love anything by John Green, and Paper Towns is my all-time favorite YA novel. I also love anything by Andrew Smith; The Marbury Lens and Stick are my favorite of his books.
3.) What genres/topics do kids seem to ask for the most?
It really varies by student, although currently sci-fi and fantasy are the most requested genres in the library. In the last year or so, more and more students are asking for contemporary fiction and romance.
4.) What book titles are the most popular right now?
I ran the report, and right now, here are our most popular titles: The Fault in Our Stars, Paper Towns, Looking for Alaska (first three by John Green), Tsubasa (graphic novel series) by CLAMP, Hunger Games series by Suzanne Collins, The Maze Runner series by James Dashner, Escape from Furnace series by Alexander Gordon Smith, Divergent series by Veronica Roth, Left Behind series by Tim LaHaye, Chronicles of Nick series by Sherrilyn Kenyon, and Gone series by Michael Grant.
5.) What do kids seem to like the least or what do kids complain about when it comes to books?
I have found that students don't like books where the plot is unclear or where they dislike the main character. Also, most students have a hard time getting through books with non-American slang (like British slang, for instance).
6.) What gets kids excited about reading?
Kids love books with tons of action, likable characters, and funny dialogue. They also like books with edgy components, like those by Ellen Hopkins. Most students enjoy reading series and really getting to know the characters.
7.) If you've had author visits at your library/classroom what worked well and what didn't?
We had a Skype visit with a popular author a few months ago. We wrote out our questions ahead of time, and it went wonderfully well! He was engaging, and had prepared a little motivational talk about reading and writing which he presented before opening it up to questions. The kids loved it and can't wait to get their hands on all of his books! The technology didn't work perfectly, but that had more to do with our WiFi connection than anything.
8.) Are there any other thoughts about children's literature or reading you'd like to share?
Authors should never "hold back" when it comes to writing YA. For most of the students I work with, the edgier, the better!
If you are a librarian, teacher, or educator and would like to be interviewed on the blog please email MGminded (at) gmail (dot) com and put "What Kids Read" in the subject line. And if you have questions about what kids read that you'd like answered send them to the same email address.
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