The writing community is the most generous bunch of people on the planet. In the last three weeks they have made available teacher's guides, virtual author visits, story time videos, activities, and more. And so have my fellow Nonfiction Ninjas.  

Here is just a sampling of the educational materials you can find for our nonfiction books. We invited you to dive in and explore the real world  with us.  Stay Safe!! 
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Amazing Amphibians by Lisa Amstutz
Spring is the perfect time to explore frogs and toads with Amazing Amphibians which has 30 fun activities. 

Applesauce Day  by Lisa Amstutz 
​An Apple a Day Keeps the Doctor Away 
A is for Apples 

Find more at Lisaamstutz.com ​

10 Learning Activities for At Home in her Tomb by Christine Liu Perkins 

For more information go to ​​christineliuperkins.com

Activities for  Dinosaur Devotions
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​     Listen to the author read I Will Not Be Afraid ​

     For books and videos visit ​michellemedlockadams.com

Learn how author / illustrator Susan Kralovansky created her newest book How Fire Ants Got Their Fire 
And more at susankralovansky.com

   Teacher's Guides for the picture book biographies by Nancy Churnin

​ And more at www.nancychurnin.com

  activities, reader's theater,  and teacher's guides for the books of Peggy     Thomas 

​More at www.peggythomaswrites.com

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Like most Americans, I am hanging out at home to avoid spreading the coronavirus. But I don’t think it’s fair that everyone else is out of their office, and I am still stuck in mine. The problem is that I have all the time in the world to write, but I’m doing everything BUT writing.
 
After speaking to many writer friends, it appears that I am not the only one. Maybe it’s having the kids home, or having your spouse home, or maybe there is just too much home home. Whatever it is, here are a few things you can do to keep your writing career moving forward during this difficult time.

1. Practice your online skills. There are tutorials about how to share screens, set up lighting, etc. but you can also practice with a virtual family dinner, or virtual critique group. 

2. Tidy your computer files. I don’t know about you, but my computer likes to hide drafts in odd places. Occasionally I have to ferret them out and put them where they belong.  There are probably documents you can delete, too.

3.  File papers. (Yes, I still use paper. And it tends to grow like mold on my desk, side table, shelves, floor….)  

4.  Create your own mentor text reference list with the books you have on your shelves.  

5.  Spruce up your website. Update your info, add more content.  

6.  Connect with other writers – Starting this Thursday - KidLit Distance Social, or on NF Fest Facebook page.  

7.  Type out a picture book to learn about its structure and story arc.  

8.  Attend a webinar or virtual conference – SCBWI Regional Webinars  

9.  Check out a fun activity from the NF Fest chart. 

10.  WRITE!  Pat Miller, author of The Hole Story of the Doughnut, challenged me to write for 10 minutes every day. It may sound insignificant, but it gets your butt in the chair and creates the habit. So, I pass on that challenge – write for 10 minutes every day and tell us about it.  

Stay Safe, Stay Healthy, Stay Writing!

Weeks later, we were acting out the choruses of We’re Going on a Bear Hunt when it struck me.  I could write an orientation book called We’re Going on a Book Hunt! The structure of the classic rhyme was a ready framework for my own bouncy tale about a class of bears who learn to use the library, complete with original choruses.

Tweak the tried-and-true to make them your own. Library shelves are home to a plethora of piggy-backed productions--Little Red Cowboy Hat and The Wolf Who Cried Boy are two more.
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2. Get Emotional
My two-year-old granddaughter wanted to help make a shopping list. As I said peanut butter, eggs, bread, she made a squiggle for each. When I added tiger toes, monkey milk, and boo-boo fruit, she calmly added each to the list. Her bit-lip intensity and self-confidence charmed me. That emotional *ping* signaled to me that this incident was worth writing down.

Negative emotions *ping* as well. Recently, we received a fancy invitation to the anniversary party of a couple I didn’t know. But my husband said he was a great guy, new to their golf group. So we went. We gave them a gift, signed their bridal book, and shared a lovely dinner with a table of strangers. When we finally asked someone to point out the special couple, we realized that neither of us knew them! How did we get invited?! As we slipped out undetected, I was confused and embarrassed. *Ping!* I added the incident to my idea notebook.
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Build a stockpile of emotional *pings* in your idea file. Cull them from real life and from your memories. An emotional connection helps kids identify with your character. But it can be difficult to generate while pressured by a blinking cursor. Stored episodes of affection, anger, admiration, embarrassment, etc. can be the yeasty starter for developing similar emotions in your work.

With everything that’s going on in the world right now – coronavirus, school closings, library closings, social distancing, conferences and workshops cancelled… it’s hard to focus on writing. Here are some quotes to make you smile, laugh, ponder and encourage you as you forge ahead on your writing journey.
 
One of the signs of Napoleon’s greatness is the fact that he once had a publisher shot.  ~Siegfried Unseld
 
You can’t wait for inspiration. You have to go after it with a club.  ~Jack London
 
The best kind of writing, and the biggest thrill in writing, is to suddenly read a line from your typewriter that you didn’t know was in you.     ~Larry King
 
The beautiful part of writing is that you don’t have to get it right the first time, unlike, say, a brain surgeon.     ~Robert Cormier
 
A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove… but the world may be different because I was important in the life of a child.     ~Simone Weil
 
There are days when the result is so bad that no fewer than 5 revisions are required. In contrast, when I’m greatly inspired, only 4 revisions are needed.     ~J.K. Galbraith
 
Anyone who says he wants to be a writer and isn’t writing, doesn’t.   ~Hemingway
 
So, you want to be a writer? Ok. Be one.   ~Ed Wood
 
You may be disappointed if you fail, but you are doomed if you don’t try.  ~Beverly Sills
 
I am a great believer in luck, and I find that the harder I work, the more I have of it.    ~Thomas Jefferson
 
An editor is a person who knows precisely what he wants but isn’t quite sure.  ~Walter Davenport
 
You can’t be that kid at the top of the water slide overthinking it. You have to just go down the chute… You have to let people see what you wrote… Perfect is overrated. Perfect is boring.    ~Tina Fey
 
What’s the thing that’s not in the world that should be in the world?  ~Lin-Manuel Miranda
 
No one else knows what they are doing either.   ~Ricky Gervais
 
Life is either a daring adventure or nothing.   ~Helen Keller
 
 
DAILY MANTRA:  Today I will write on the edge of my ability.
 

In the world of writing there are several kinds of letters related to submitting an idea or manuscript to a publisher. Words like pitch letter, query, and cover letter get thrown around a lot at conferences and in writing circles. But not everyone is clear on what those things are and when to use them. If you don’t have an agent (and many people do just fine without one), all this is on you. Hopefully, this will help.

All three types of letters are designed to help you sell something: an idea, a book, or yourself. No matter which letter you are writing, your goal is to keep it short and sweet. None of these should
be more than about 250 to 300 words. Think: one page letter.

A query letter is designed to sell an idea. The point is to get an editor to request the full manuscript. Knowing how to write one is a useful skill.

A query starts with a connection (IF you have one) that shows you either know the editor or know something about their house based on your research. You might mention that you met at a conference (IF you have), or that you were pleased to note on their website that they are looking for manuscripts just like yours, or that so and so (name drop here) suggested you contact them. Be sure the letter is addressed to an actual person, and double check to make sure you have the
right name. In a pinch, if you don’t actually have a connection and the publisher’s website was pretty vague about what they might be looking for, it’s ok to start with the hook.

Now the hook. That’s the one to two sentence elevator pitch that you have memorized for those moments when someone says, “What are you working on?” For fiction the answer goes something like, “It’s a picture book (or YA, or MG, or whatever) about X (your main character) who wants Y (the problem) but can’t get it because Z (the obstacle). For nonfiction your hook
might include an interesting fact from your manuscript, a description of some scene or process in the book, or a question your work will answer. Whatever you choose to do, try to use the same tone as the book so that the editor gets a feel for the overall manuscript.

Next is the 411 on the book. This includes a short summary and vital statistics such as title, length, type of manuscript (fiction, nonfiction, informational fiction, etc.), and intended audience. Keep it to one paragraph, and make it sing. You want this part to capture your voice and intrigue your audience (the editor) at the same time.
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Next comes your biographical information. This is a short paragraph about your qualifications as a writer. Don’t include your education or work history unless it is pertinent to your writing. If you are a teacher, that’s pertinent. If you are a nurse but your book is about something nonmedical, it’s not. If you have won any awards for your writing, be sure to include them here.

And finally, finish up with a polite request to send all or some part of the manuscript, a closing, and your contact information. Boom. Done.

Does this HAVE to be done in this order? Nope. But all of these pieces should be there. So, might I suggest a TIME SAVING HACK?

Create a folder for each of your manuscripts. The folder may include older versions of the manuscript, notes, and/or research on the topic. And one document in that folder should be dedicated to promotion and biographical information for that book. Write out your hook (elevator pitch), your book summary (vital statistics), and your biographical information as it
pertains to that book. Then, when you write your query or cover letter, simply copy and paste the pieces. All you’ll need to add is a salutation, a connection (only if you have one), and a closing.

Which brings us to the second kind of letter—the cover letter. A cover letter accompanies a manuscript submitted either by request or through open submissions. If it was requested, be sure to note that in your connection point. A cover letter has, essentially, the same parts as a query. But instead of asking if you can send the entire manuscript, you’ll be indicating whether the manuscript is enclosed, pasted below, or attached. (Be sure to read the guidelines on the publisher’s website to see which one is their preferred method.) Overall remember to keep it simple. Let your manuscript do most of the talking.

And finally, there is the pitch letter. A pitch letter is designed to sell YOU as an author. The goal is to be awarded a writing assignment.

A pitch letter begins much like a query or cover letter. Make a connection if you have one. This is usually only two or three sentences in a single paragraph.

Next, indicate your interest in the editor’s company. Tell why you like their products. Maybe you’ve used them in your classroom. Maybe you ordered their books for your library. But let them know you have done your research by showing them you are familiar with their work. And then let them know you would LOVE to do an assignment for them. Keep this to one paragraph.

(One caveat to this is to make sure you are not only familiar with the publisher’s books, but also their guidelines for getting an assignment. If the company has a form they want you to fill out and requires a writing sample, don’t try to write a pitch letter instead. As always, follow the guidelines.)

Follow this with a short paragraph about your qualifications (biographical information). If you are not yet published, tell the editor some experience or knowledge you have that would make you a good candidate for an assignment. Don’t worry if you have no published work to list. Assignment writing is one area where not being published doesn’t necessarily work against you.

Finally, thank the editor for their time and indicate you hope to be hearing from them soon. If you are including samples (per their guidelines), make a note of that here. And be sure your complete contact information is clearly visible somewhere on the page.

There you have it. Query letters, cover letters, and pitch letters. Easy peasy. Now, go get’em!

We sculpt nonfiction from a sandbox of facts. Much of the research stage of our work involves gathering facts to fill the sandbox before we shape our narrative.

But what happens when there's debris in the sand? In my new picture book biography, Beautiful Shades of Brown, the Art of Laura Wheeler Waring, a critical part of the narrative revolves around Waring hearing Marian Anderson sing. Waring sees how Anderson breaks down walls of segregation with her voice and dreams that a painting of Anderson will break down walls, too.

It was a challenge to collect all the facts I needed for my sandbox. My book, which came out Feb. 4, is the first that focuses solely on Waring. In the course of my fact-gathering, I read that Waring first saw Anderson sing in Paris in 1916.  Wonderful! Then I cross-checked the date against timelines of both women’s lives and found that while both had been to Paris, neither had been there in 1916. What?

Scramble. Search. Dig. I knew from my research that Waring had been wowed by Anderson’s singing. But where had Waring seen Anderson sing if it wasn’t Paris?

Erin Beasley, Digital Image Rights and Reproduction Specialist at the National Portrait Gallery and Dr. Tuliza Fleming, Curator of American Art at the National Museum of African American History and Culture in Washington D.C., put me in touch with Madeline Murphy Rabb, an artist and granddaughter of Laura’s brother, Arthur Edward Wheeler, for help.

Ms. Rabb was enormously helpful. She went back to the family with my question and searched her great-aunt’s writings. It turns out that Waring saw Anderson sing April 6, 1916 at the Union Baptist Church in Philadelphia -- a scene you’ll see in the book and in the timeline.

Whenever I can, I like to check facts with family members or trusted sources that have known my subjects. This has been the most dramatic example of how this diligence has saved me from error. But I have always found it helpful reaching out to primary sources to make sure I am on target and my sand is free of debris. I hope this approach helps you, too!

J

Author's notes are my favorite part of the back matter in nonfiction books. I enjoy reading about the author's process in creating the book and/or gaining insight into the significance of the events or the person's life presented in the book.
 
I recently asked Sylvie Frank, Senior Editor at Paula Wiseman Books/Simon & Schuster, about her experience with author's notes. She graciously shared her thoughts on them and how they are used in books she has edited.

Q: Are author's notes becoming popular in children's books?

SF: I would say they are already popular, as are illustrators’ notes. I think the rise of notes (and of back matter in general, including bibliographies, timelines, glossaries, etc.) is a lasting effect of the Common Core State Standards. When Common Core, with its emphasis on nonfiction, was rolled out, publishers were looking to help educators use books of all kinds—not just nonfiction—in the classroom. We want to make it easier for teachers to create lesson plans around our books by highlighting and adding curriculum-relevant information. Library and school budgets are small, so by adding back matter we’re hoping to make it more useful and increase the book’s value. This won’t surprise anyone, but picture books are short—even nonfiction. Author’s notes are useful places to provide more context or background or highlight a specific element without adding length to the story itself.

Q: Why do editors like them? What purpose do they serve?

SF: Most often I ask writers for authors’ notes so they can personalize the book: why did they choose to write about this topic? Is it personally meaningful? For example, in MY STORY, MY DANCE: ROBERT BATTLE’S JOURNEY TO ALVIN AILEY, Lesa Cline-Ransome writes in her author’s note about the personal significance of seeing the Alvin Ailey dancers perform. And James E. Ransome, in an illustrator’s note, writes about his choice of medium and the artists who inspired the illustration style.

Sue Macy’s author’s note in her forthcoming picture book THE BOOK RESCUER: HOW A MENSCH FROM MASSACHUSETTS SAVED YIDDISH LITERATURE FOR GENERATIONS TO COME provides the reader with more information on the Yiddish language, which is important context for understanding the premise of the book.

HEY, WALL is fiction. In it, a boy decides to turn a bare, abandoned wall into a piece of art by bringing his community together to create a mural. We included notes from both author Susan Verde and illustrator John Parra. Susan writes about being inspired to write HEY, WALL by the street art she saw while growing up in New York City. She also explains the difference between street art and graffiti. John says that he was inspired to study art by the murals he saw growing up in Southern California, and names some of the painters who inspired his illustrations in the book.

Finally, ME AND SAM- SAM HANDLE THE APOCALYPSE is a middle-grade mystery featuring a protagonist on the autism spectrum. In her author’s note, Susan Vaught explains what it means to be neurodivergent and that she is neurodivergent herself. Additionally, she includes notes from other writers about the significance of writing neurodiverse characters. So, there’s a lot of flexibility in authors’ notes (and illustrators’ notes). But the goal is always to add nuance and insight to the book.

Q: How common are author's notes in children's books? How often do you ask for them?

SF: I include them often—but not always—in fiction and nonfiction picture books and middle grade. (I don’t edit YA.) I ask for them frequently, but it depends on the book.

Q: Are they important to mention in queries?

SF: I don’t think so. If an author feels that a note would add context or other important information, go ahead and include it at the end of a manuscript. If an editor likes a manuscript and thinks the book will benefit from an author’s note, he or she will request one at some point during the editing process.

Thank you, Sylvie!
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P.S. For more information on types of author's notes and examples, see my article "Author Notes: Stories Behind a Story" in the SCBWI BULLETIN, Winter 2020 issue, pp. 28-29.
 
 

Last week Nancy Churnin gave you great tips on how to keep your picture book manuscript lean and focused. But there are times when you may want to go long.
 
I love writing for the mid-grade and young adult readers. There are many advantages, least of which is MORE WORDS.  
 
A longer text allows you to take information that is relegated
​to a picture book’s back matter and pull it into the main body of the story. You can dig deeper. Explore causality. Discuss consequences, connect the story directly to the reader, and show how it affects them. In my YA title Medicines from Nature I took readers on a journey from the Amazon to Oregon, from Ancient Egypt to the future, and ended with a discussion about biodiversity, conservation, and how they could help prevent the loss of medicinal knowledge.
 
Today’s older readers are tech-savvy, immersed in social media. They have buying power, and are aware of politics and climate change. In the middle of all this chaos they are also trying to figure out where they fit in the real world.  Although they are reading within the curriculum, they want to know about current events too. Some good examples “ripped from the headlines” are Rising Water: The Story of the Thai Cave Rescue by Marc Aronson, and Cynthia and Sanford Levinson’s Fault Lines in the Constitution: The Framers, Their Fights, and the Flaws that Affect Us Today (which I refer to frequently just to make sense of the nightly news).  
 
Once a young reader is hooked on a topic -- civil rights for instance –they tend to dig deeper. They already know about MLK and Rosa Parks, but what about expanding that sphere of knowledge. Introduce other tragic incidences, or celebrate lesser-known heroic figures. Steve Sheinkin did this in The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights.
 
Some of the best mid-grade titles make readers question what they already know. For example, we all learned about Amelia Earhart but did you know she manipulated the press to make herself look better? Kids will when they read Amelia Lost: The Life and Disappearance of Amelia Earhart by Candace Fleming.  Similarly, Eric Armstrong Dunbar and Kathleen Van Cleve paint a slightly different picture of our first president in Never Caught, the Story of Ona Judge: George and Martha Washington's Courageous Slave Who Dared to Run Away. 
 
A longer text and higher reading level also allow you to play with format, or approach the subject from an unusual perspective.  In Good Brother, Bad Brother: The Story of Edwin Booth and John Wilkes Booth, James Cross Giblin tells the story of Lincoln’s assassination by comparing the two Booth brothers.  Kelly Milner Hall has written about mythical beasts before, but in her new book, Cryptid Creatures she presents them in the style of a naturalist’s field guide; short snippets of description along with pertinent facts. The Two Truths and a Lie series by Ammi-Joan Paquette and Laurie Ann Thompson is another clever twist on nonfiction.
 
So, explore your options. Think big. There is a whole world out there, and middle grade and YA readers are clamoring for it.

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​       “I didn't have time to write a short letter, so I wrote a long one instead.”—Mark Twain

I often think of this Mark Twain quote when I’m looking over a manuscript of too many words.

It truly is easier to write long than short when it comes to non-fiction. Editors realize this. That’s why they generally accept longer word counts for non-fiction – under 1,000 words – than they do for fiction – usually under 500 words.

That said, the under 1,000-word count is easier said than done, especially after you’ve done lots of research, you find yourself passionately in love with your subject and you want so very much to share each and every one of those amazing anecdotes and delectable tidbits.

Well, guess what? It takes longer to write shorter, but it’s part of the job. With the disclaimer that sometimes it takes me months to trim and discard, here are a few questions that will help you carve your picture book down to size: 

1.Does it propel the story or is it a delightful distraction that slows you down? Save your distractions for the back matter, the teacher guide or your author visits.

2.Does it pertain to your theme? If not, it may belong in another story.

​3.Does it exude that faint odor of a laundry list? Yes, we know you are proud of your subject’s many accomplishments and attributes, but this is a picture book, not a textbook of exhaustive knowledge. Go back to questions one and two and only keep the details that propel the story and pertain to your theme.

​Yes, I know from experience that it’s easier and faster to throw everything in the story than it is to write something short. But consider the words of Mark Twain. Take the time to write something short, compelling and irresistible. You and your readers will be glad you did.  

Recently, I had the privilege of speaking about being a writer at a large private school near Chicago. But before my talk, as an added bonus, I had lunch with a group of award-winning student authors ranging in age from 5 to 13. (These students had been chosen to represent their individual classroom as “the best of the best” and read their work in front of the entire school.) So, while I chatted with these gifted wordsmiths in between bites of cheese pizza, I asked them: “Which was harder for you—writing or editing your story?” As I expected, all but one said the editing process had been way harder. Then, the one who didn’t jump on the editing bandwagon said something I’ll never forget.
           
She very honestly admitted, “I had trouble with the writing process because I kept editing myself…”
           
That comment sparked a very interesting conversation about hats and one of my favorite books about writing, “Dancing on the Head of a Pen: The Practice of a Writing Life” by Robert Benson. In case you haven’t read it, Benson shares about the different hats he wears when crafting his amazing books. He sports a stylish beret when creating story. As he writes his “sloppy copy,” beret man is the guy in the chair. But once this first draft is safely recorded, he switches to his well-loved Yankees cap which he has lovingly named “Gamer”. He wears “Gamer” when editing. But Benson explains that bringing out “Gamer” too soon in the process can totally halt the creativity of “Beret man”—the artist.
           
That’s what had happened to the student who confessed she’d really struggled with the writing process.
           
“You switched hats too soon,” I told her, explaining Benson’s theory.
           
What about you? Are you self-editing (and sometimes self-loathing) as you write and create children’s stories? Are you constantly fixing grammar and spelling or rewriting sentences three and four times before continuing on? If so, I feel your pain. I occasionally stifle my own creativity because I can’t get my baseball “Gamer” cap off my head. It just won’t budge! And, no matter how hard I try, I can’t create with “Gamer” calling the shots!
           
If you struggle with this premature switching of hats, here are three strategies you can implement to keep your beret safely in place as you create.

*Write fast, really fast. Don’t give yourself the chance to edit. Just get that story down on paper or in that computer, whatever your process.
           
*Switch gears, not hats. The moment you feel yourself slipping into the editing mode, switch gears completely. For example, if you’re writing a picture book in narrative and you start to slip into editor mode, stop writing narrative and try writing your picture book in rhyme. That will get your creative juices flowing again and put your editor’s hat back on the hook.
           
*Set the Mood with Music. This works well for me. If I’m creating, I have on “mood music” that awakens the creative part of me. So, when I was writing my book, “Get Your Spirit On! Devotions for Cheerleaders” I listened to all of the cheer music compilations that my daughters competed to when they cheered. That music was motivating and put me in the right mindset to write about “all things cheerleading.” But, when I am editing, I almost always listen to instrumental music. When the instrumental melodies fill my writing room, it instantly becomes my editing room. Maybe this tactic will work for you, too!
           
If you’re like the little girl who struggled with knowing which hat to wear—the beret or the Gamer—I hope you’ll try these three strategies. And, I recommend you purchase your own copy of “Dancing on the Head of a Pen” and glean from Benson’s genius. https://www.amazon.com/Dancing-Head-Pen-Practice-Writing/dp/1400074355
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