Looking Back---Connecting the Conference Dots

I've attended a number of conferences over the years and taught at a few---but only ONE changed my writing life forever. I'd like to share my connect-the-conference dots time line from that conference:

DOT 1 - July 30, 1995: I attended the Masters College Christian Writers Conference. I was (and still am)a freelance/assignment writer for Clubhouse Jr. Magazine, and had stories in several other magazines as well. I met Nancy I. Sanders in a class about how-to-write books for children. We hit it off immediately. Nancy wanted to know all about my first book, recently accepted by Faithkidz, Psalms for a Child's Heart. To my delight, she gave me her book, Bible Touch and Feel: Jonah (Tyndale House, 1994). We immediately became writing soul sisters, and our husbands and sons became friends. Nancy and I kept in touch regularly and shared our writing goals, successes and dreams from that time to the present.

DOT 2 - 1999: Nancy graciously asked me to join her as a writing partner in a proposal to Scholastic Professional Books! We got the contract BEFORE writing the book. See? It works!

DOT 3 - 2000: We wrote our second book for Scholastic. We were a great writing team. Fun!

DOT 4 - 2001: We wrote our third book for Scholastic. More fun!

DOT 5 - 2002: We wrote our fourth and fifth book for Scholastic. Busy, busy, FUN! My second picture book was published, The Baby Who Changed the World (Faithkidz)

DOT 6 - 2003: We wrote our sixth and seventh book for Scholastic. Utter exhaustion mixed with FUN!

I want to squeeze something in between dot 6 & 7: From that time to the present, our families have remained friends, gone places together, and kept in touch via email and phone. We each have two sons. It's been wonderful to watch our guys grow up into responsible young men!

DOT 7- 2007: Nancy's critique group of professional writers, accepted me as a member! I was now part of Wordsmiths and had six more writing soul sisters---each one of them published and experts in their field! We are friends and mentors for life and refer to ourselves as the Wordie-Sisters.

DOT 8 - 2008: Nancy encouraged our critique group to start a Wordsmiths blog. Each member writes a one post a month. You'll never believe what that that did! Because editors read our blog, several members have received book contracts, two members have acquired agents, others have been asked to appear as guests on writing blogs, write for e-zines and columns, illustrate for publication, and more!

DOT 9 - Because of my relationship with Scholastic (thanks to Nancy asking me to join her in 1999), my own book, Easy-to-Read Science Plays: The Human Body, was accepted, and just released November 1st (now available on amazon.com)


Connect my dots and you'll see that much of my writing life began with ONE conference in 1995 where I met a very special friend. No, I didn't get a book contract or an agent that weekend. I got something FAR BETTER---a writing soul sister. That lead to a lasting friendship, more published books, and now an AWESOME professional critique group.

Here's my bottom line; Conferences, one day seminars, and writing groups can lead to life-long friendships.

NEVER overlook the people attending a conference just to get to editors and agents! Who knows where those conference FRIENDSHIP dots may lead?

c October 2009 Sheryl Crawford

Write for the Educational Market with Evelyn's Help!

Well, Evelyn Christensen has done it again! She's gets another A+ on her market research. Ev graciously shares her discoveries for publication possibilities--- just because she's NICE. According to Ev, her market list has "a few new tidbits." She is quick to point out and thank Susan Ludwig, a freelance children's writer, for assisting with updating the market list.

Visit her website at http://echristensen.atspace.com/markets.html

If you haven't considered writing for the educational market, you might want to think again. I've co-authored seven educational books with my dear friend Nancy I. Sanders for Scholastic Professional Resources. My latest book was released this month, Easy-To-Read Science Plays: The Human Body.

Every school week, first and second grade children across the country participate in our readers theater, make mini-books, create crafts from our reproducibles, and have loads of FUN while their teachers lead them in educational extension activities. I have a feeling that some of our crafts may be on refrigerator door galleries (o;

Check out Evelyn's site. She's got a looooong list of publishers who have some definite needs and guidelines. Who knows---YOU could be just the writer they're looking for!

Oh, and one more thing---THANK YOU, EVELYN and SUSAN!

Are You Hearing What I Think I Said?

There are characters acting out entire chapters in my head. Sort of like a movie. My characters are alive and adventurous— or so I THINK! My exciting plot builds and never waivers from the theme. Hmmm. Not so sure about that one. Surely the dialog I’ve written is natural and flows. Uh, oh. I think I need help with that as well. Why? Because it’s impossible for me to step outside of myself and look OBJECTIVELY at my writing. I need help. I need a critique group.

Once I’ve put pen to paper, I hope I’m translating that “movie” in my head so my critique buddies will “see” exactly what’s going on in that crazy brain of mine, but I know better. I’m going to need their objectivity.

As a group, we strive to help each other get that exciting, funny, or thought-provoking story out of our heads and onto paper. A writer’s brain can be Disneyland ten times over when it comes to imagination. But moving those images from your head to the page just as you “see” it, can be a challenge. Sometimes there’s a gap.

Nancy Kress talks about this in her wonderful book, Beginnings, Middles & Ends. She writes that we can see the story in our head like a movie, with all its action and dialogue. But once we sit down to write, something happens. It isn’t the same. There is a gap between the story we see and the story we actually put down on the page.

When any one of us in Wordsmiths presents something we’ve written for critique, we’re actually asking this question, “Are you hearing what I think I said?” I know that after reading my manuscripts aloud, if the group hears something other than what I intended to convey, I have a “gap” between the story I visualize and the one I need to write.

To me, one of the most valuable things about belonging to a critique group is their OBJECTIVITY that helps me fill in a gap or two, or three, or—well, you get the idea. Their comments and direction have helped me to become a better writer!

I believe that continued growth as a writer depends greatly on an objective, yet kind critique group like Wordsmiths. I know they’ve filled a large “gap” in my life for sure! Visit our blog at www.wordsmiths8.wordpress.com

I Am From . . . Let Your Characters Surprise You

Marilyn Cram Donahue is a seasoned author, college and writing instructor, conference speaker, and has written a whopping 31 books. She recently signed contracts for 4 more. See Marilyn smile as she holds her latest contracts? (o;

I am privileged and blessed to be Marilyn's friend. We are members of the critique group I so often speak of---Wordsmiths. (www.wordsmiths8.wordpress.com)

Marilyn writes books, stories and articles for middle grade, YA, and adult. She claims to never go anywhere without a notebook tucked away and one of those automatic pencils that never gets dull and always has an eraser. I absolutely believe her.

My friend has graciously permitted me to present her wonderful post on the
"I Am From..." poetic form.

Here's Marilyn:

The “I Am From . . .” poetic form was developed by George Ella Lyon. It has been successfully used in schools across the country. Some of the results are wonderful, with students reaching into their everyday lives and ethnic backgrounds and coming up with single images that are worth a thousand words. It occurred to me that this would be a good exercise in the class I teach on Writing Your Memoirs. This week we looked back to our early school years and concentrated on remembering one incident that might bring to mind many images. Then we wrote “I Am From . . .” poems with those memories as starting points.

I thought of Main Street, where I grew up, and inevitably I stretched those early memories to include a less juvenile time of my life. This is the result:

I am from Main Street,
from games at twilight
and Mrs. Loring’s chow dog
with the purple tongue.

I am from back fences and hollyhocks,
from orange trees that blossomed
in the spring,
and sent their fragrance
to float on the cool night air.

I am from a front porch swing
and the sounds of
the Lone Ranger and Captain Midnight,
and the taste of cold watermelon
with black seeds that were
good for spitting.

I am from sack lunches,
and the five and dime,
and banana splits
with three kinds of ice cream
and whipped cream and a cherry on top.

I am from time passing
and starry nights
and the moon shining so bright
over Main Street
that it put sparkles in my hair
. . . or so he said.

Can you imagine a character in one of your books writing an “I Am From . . .” poem? What would you learn by letting this person tell you how he or she feels? By standing to one side and listening while your character digs deep and comes up with what might be surprising information? I think I’ll try it. I’ll let you know what happens.

Thank you, Marilyn! I think I'll try it as well. Let's hear from some of my blog friends. I'd like to know if your characters revealed some surprises!

2009 Marilyn Donahue

Make Every Word Count! by Marjorie Flathers

Marjorie Flathers is an accomplished author, and I'm proud to call her my friend. It is a delight to know Marjorie and a privilege to learn from her expertise as a writer!

This knowledgeable free-lance writer has been published for over 27 years! Marjorie's work has appeared in print well over 300 times in a variety of magazines, newspapers, e-zines, and anthologies for writers and knitters. This writing pro has a degree in English, and is a source of inspiration as well as knowledge about the world of publishing. She has graciously permitted me to present another helpful post for those of us who are just a bit too wordy! If you want to make every word count---pay close attention!

Here's Marjorie:
Years ago, when I was just beginning my writing career, I heard the advice, “Make Every Word Count.” I tried to put this tip into practice, with varying degrees of success. But, about 8 years ago, when I began writing short, short (300 words!) stories for the “Kids’ Reading Room” page of the Los Angeles Times, I knew it was truly time to make these words of wisdom work. In other words, this was when push came to shove!

At first, I didn’t think I could write a complete story (beginning, middle and end) with such a limited word length. I was already writing the longer (1500 words) 5-part serialized stories for that page. This was my specialty, I thought. But then the Kids’ Page editor called me and said she desperately needed stories for the Sunday page (where these shorter ones were featured) because “writers don’t want to tackle them.” Would I? Well, what could I say but “Yes!” And, I soon learned that the skills I was developing writing these stories would also apply to longer stories for children, for adults, and even for non-fiction.

Here, in brief, is how I approach what sometimes seems a daunting task.

To begin, I write a rough draft, not worrying about word length. I just get everything down that I want to say, remembering that any story or article is basically opening with “A” and closing with “C.” However you decide to get from “A” to “C” is “B.” This formula works with just about any manuscript.

Then, I ruthlessly cut out adverbs and adjectives. These are weak words that we (I) tend to use when we don’t believe our writing is strong enough. We want to make sure the reader “gets it.” The more we eliminate these words, the more we are forced to make the nouns and verbs work harder.

Next, depending on the word length I’m working with, I substitute dialog for narrative. Some narrative is, of course, necessary, but most readers do prefer dialog, and it makes a story come alive.

I also make sure I haven’t said the same thing more than once. This is an easy trap to fall into, at least for me, but once is enough! At this point, I need to put the work aside for a day or more, come back to it with fresh eyes, and once again, make sure I’m not relying on over-explaining instead of using forceful, active words.

Next, I re-work the opening to make sure it’s powerful, attention-getting, and sets up the rest of the story or article. This is where words are crucial. One carefully-chosen word can make all the difference.

Now it’s time for the Final Cut. Once again, I set the story aside for a few days or even a week. (You can see deadlines need to be planned for accordingly, but it’s most important not to skip this last step!) When I come back to my manuscript, I read it with fresh eyes, as someone reading it for the first time. I make sure it holds together and that every word pulls its own weight.

The great Richard Peck once remarked that when we don’t “write tight,” when we over-explain, we are, in fact, “begging” the reader to understand what we are saying. It’s only when we make every single word pull its own weight that we gain the confidence to know the reader will understand. Our writing will be compelling and when it comes to writing, less is definitely more!

This approach works for me, as (among other acceptances) I have just submitted my 20th story to the L.A. Times! Thanks to Sherri for asking me to share these tips with all of you, her readers.

c October 2009 Marjorie Flathers

Check Out My New Book!

Whoopee! My box of books just arrived yesterday! Easy-to-Read Science Plays: The HUMAN BODY for grades 1 -2 (Scholastic Teaching Resources) can be purchased at amazon.com These short plays require NO PROPS and are perfect for Readers Theater.
They're designed for flexible grouping, and many are easily adaptable to include the whole-class! Fun and easy extension activities as well as amazing facts are provided for each short play.

Topics include the brain, heart lungs, muscles, skeleton, five senses, the immune system, organs, teeth, nutrition, fitness, safety, and more! The easy-to-read text includes rhyme, repetition, and predictable language to build reading confidence. It includes science background and activities that are aligned with KEY LANGUAGE AND SCIENCE STANDARDS (www.mcrel.org/standards-benchmarks)


I'm excited to introduce you to a book that schools across the country and around the world will use!

From my book Introduction:

As a young child, I played "nurse" to my Raggedy Ann doll, giving her "stitches" that still hold today. My wonderment with the way in which the human body works eventually led me to become a registered nurse, as well as an American Red Cross disaster volunteer. With Easy-to-Read Science Plays: The HUMAN BODY, I'm pleased to provide a fun and lively introduction for children to the way the amazing human body works---from how the brain sends and receives messages, to why we need blood and how it is pumped through the body.

Designed for beginning readers, this collection of 20 reproducible play scripts features large, easy-to-read print, predictable language, and informative illustrations. The plays provide a lively and engaging way to introduce children to key concepts about the human body, while expanding vocabulary and building reading fluency.

Children will learn what different parts of the body look like, what they are named, where they are located, and what they do. For example, "Livin' in Skin" (page 34) helps children learn about the versatility of the body's largest organ---how skin protects them and how they can protect their skin. In "Everywhere a Move, Move" (page 32; sung to the tune of "Old MacDonald Had a Farm"), children learn how their muscles help them stretch, smile, and play. And they'll be amazed to discover how their powerful immune system works in "Look Out, Germs! (page 57).

Special emphasis on proper nutrition, exercise, and safety helps children build a foundation for health, growth and development, and learn good habits they can carry with them throughout their lives." Sheryl Ann Crawford, RN

I think my book is perfect for homeschoolers as well! Check it out and watch your kids get excited about their AMAZING body---God's greatest creation!

Meet Author Nancy I. Sanders!

Meet award winning author (and my dear friend) Nancy I. Sanders! This amazing author of over 75 books is on her Virtual Book Tour and she's stopped at Sherri Tales! Nancy's blog tour is reaching across the country, teaching and inspiring writers all along the way! On October the 3rd Nancy was a featured speaker at the SCBWI Editors Day at the Santa Ana Zoo. Writers were so eager to read about Nancy's successful strategies that ANY writer can use---she sold out of her books! Don't worry, you can get one on amazon.com!

Are you ready for some exciting news? Nancy teaches you how to SIGN A CONTRACT without first writing the book. That's right. That's exactly what many writers do---but Nancy is the FIRST author to write a book about how to do that! Nancy and I signed contracts as coauthors for seven books BEFORE writing them---and YOU can too! Are you excited yet?

After reading this great interview, you'll want to pick up her one-of-a-kind book that even editors are talking about:

Yes! You Can Learn How to Write Children's books,
Get Them Published,
and Build a Successful Writing Career!

by Nancy I. Sanders

Q: Nancy, what kind of encouraging comments or opinions have you received from editors about your thinking outside-of-the-box approach?


A: I’ve learned that there are two main types of editors: 1) Editors who are used to acquiring a completed manuscript and 2) Editors who are used to acquiring proposals and offering a contract before the manuscript is written. Usually, the editors who are used to acquiring a completed manuscript require agented submissions only. Or, they might require a completed picture book manuscript submission but will accept a proposal and offer a contract for a middle grade or young adult novel.


Most of the editors I work with are the ones who acquire proposals and offer contracts to write the book before it is actually written. These editors work in a full range of genre from picture books, to nonfiction books for kids, to middle grade novels, to educational books for teachers. It’s funny, but these editors don’t think my approach is outside-of-the-box. That’s the way they work and they usually work with career writers who are familiar with this procedure. They don’t want to acquire a manuscript that’s already written because they want to give their input from the outline on up to the finished project. They require this input so they want to offer a contract based on an author’s pitch or proposal for the projected manuscript.

I’ve learned to look for publishers who accept queries. If I’m not sure, I’ll query them first to check. If they respond and say that they require the completed manuscript first, I just move on. I keep looking for a publisher until I find one that accepts proposals. I want to earn income while I’m writing so I want to have that contract signed before I start to write. Of course, if I want to spend time writing a completed picture book or middle grade novel for personal fulfillment, then I go ahead and do that. Those are the manuscripts that I send out to the editors who require a completed manuscript up front.


Q: You have a helpful section in your book about writing and time management. What specific advice for writing time management would you give to moms of children still living at home? Many are talented, motivated writers, but find it hard to schedule writing time in their busy and often exhausting day.


A: I started writing when our second son was born, so I have a heart for busy moms with children at home. And yes, I offer a very detailed section on time management in my new book, Yes! You Can Learn How to Write Children’s Books, Get Them Published, and Build a Successful Writing Career. In this section I tell how writers can start to build their career if they even just have one hour each day that they can sit down and write.

The exciting thing about being a mom with little ones at home is that they are actually in the best position to be a children’s writer! You see, even though technically I’m writing for 6-8 hours a day, I’m not sitting down at the computer for those many hours straight! I’m sitting on the couch reading current picture books for research. I’m washing the dishes while I brainstorm the next scene in my middle grade novel. I’m making a craft for my next nonfiction book for kids.

Moms with kids at home are in a fantastic position to start building a career as a children’s writer. If you’re a mom with your precious little ones in tow, here are some ways you can manage your time:


* Research: Grab the kids and head for your local library. Sit down with your kids and read them every book you can find on the topic you’re writing about. Then grab a huge stack to take home. Be sure to lug home more books than your library card allows ‘cause you’re lucky! You have extra library card carriers standing with you in line! Your kids!! Fill tote bags to overflowing and head back home where you can read, read, read your way through your research books while snuggled up with your toddlers on your couch at home.

* Study your craft: Watch your kid’s favorite videos over and over again sitting next to your children with pen and paper in hand. One time, study plot development. The next time study character development. The next time take notes on story arc, dialog, and setting. Take lots of notes and write down actual samples so you can learn from the pros.

* Lean How to Market Your Books: Take your kids to storytime, children’s shows, or go to school assemblies. Learn how to do school visits and author presentations. When you write a proposal for a new book, tell the editor you’ve got lots of ideas to get out there and help market your book.

* Setting: Go on a hike with your kids and hold brainstorming sessions for the manuscript you’re writing. Practice describing your surroundings together for words and ideas to develop your setting. Ask your kids to use words to describe the sights, sounds, tastes, and smells of their world around them. Use these to jumpstart the setting in your manuscript.

* Dialogue: Invite your kids friends over for a play date. Listen in as they play together, eat snacks together, or even squabble together. Write down actual snippets of their dialogue. Your own skills at writing dialog will improve.

* Test your material: Want to give your manuscript a test? Test it out on your kids. Make a craft with them for a children’s magazine to see if it’s age appropriate and interesting enough to hold their attention. Read your story aloud to them and ask what parts they liked the most. Let them vote on three different titles or two different endings to your story.

The key is to develop the heart of a writer. Learn to look at everything through the eyes of a writer. Bond with your children during this precious and fleeting time of life and maximize the opportunity to grow as a writer. And then, during naptime or half an hour before they get up or after they go to bed, grab time at the computer and write that next scene in your manuscript. If you do, you’ll be all ready for tomorrow when you can get new material with your kids for the next part of your manuscript.


Thanks, Nancy! Great information!


Visit Nancy on her blog tour at: www.nancyisanders.wordpress.com

She would love to read your comments!