I was off in the wilds of Park City, Utah, making epic turns in piles of powder, when the unexpected happened. I was halfway down a groomed, intermediate run, when I realized the slope had turned icy. I immediately made a snap decision to move over to what I thought was softer powder on the side. But this snow had melted in the previous day’s sun and had turned crusty overnight. Unfortunately, I was in the thick of it, turning at a high speed. My right ski got caught in the crud, while the rest of me kept going. Down I went, landing hard on my right shoulder. This was no routine spill. When I tried to get up, I was hit with an unusually sharp pain. I lay there in disbelief, gazing up at the pale blue sky.

Suddenly, a friendly skier appeared at my side. “Are you okay?” he quipped.

“Hmm,” I said. “I don’t think so.”

“Need help getting up?” He reached out his hand.

“Maybe I’ll just lie here for a while,” I answered, still peering at the sky.

“I think we should call Ski Patrol,” he said, more seriously.

“Ski Patrol?” I said, suddenly looking his way. “I’ve never had to call Ski Patrol. And I’ve been skiing for over fifty years!”

This kind angel in goggles smiled, but proceeded to take out his phone. I said okay, and before I knew it, the first Ski Patroller had arrived. After a routine exam, he calmly announced that he was pretty sure my collarbone was broken. Then, he called for a sled, and after a surprisingly smooth and enjoyable ride down to the medical clinic, it was confirmed. I had a distal fracture to my right clavicle and would be wearing a sling for the next 6-8 weeks.

Back at our condo, my concerned cousins gathered around me. One suggested I put on lavender oil. Another said I should sit by the fire and prop myself up with pillows. But a third offered something completely different. “You should listen to an audio book,” she said. “It’s the best way to relax.” Hmm, I thought. I hadn’t listened to a book in years. Not since my own children were young and we were on a family car trip. I prefer holding a book, rereading pages as I go, and marking interesting passages with post-it notes. But with limited movement in my right arm, and an impending flight home the next day, I decided to try it. I downloaded the Audible app and began listening to Michelle Obama read her best-selling memoir, BECOMING.

Once home, a friend called to see how I was doing. I said I was on the couch, listening to a book. She told me she loved audio books. She found them comforting and they reminded her of being read to as a child. I thought about my own childhood experiences with books. My earliest recollection was of my mother reading to us from a thick volume of poetry and fairy tales. I still have that book on my shelf and each time I open it, memories of listening to her read LITTLE RED RIDING HOOD or Over in the Meadow, come flooding back. My mother also took us to the library each week for Story Time, and read us books from the Dr. Seuss Book-of-the-Month club. Additionally, my brother and I watched and listened to Captain Kangaroo read picture book classics like MAKE WAY FOR DUCKLINGS, CURIOUS GEORGE, and MADELEINE on our black and white Zenith.

But my strongest memories of being read to were from elementary school. Our teachers read to us after lunch or at the end of the day. I can vividly remember being whisked off to Wilbur’s farm in CHARLOTTE’S WEB or out to the ISLAND OF THE BLUE DOLPHINS where Karana foraged for crabs and hid from wild dogs. I traveled back to the Revolutionary War with JOHNNY TREMAIN and onto the high seas in CAPTAINS COURAGEOUS. And nothing compared to the magic of Middle Earth in THE HOBBIT or the fantastical world of A WRINKLE IN TIME. These books pushed my imagination to places it had never been before. And the cadence of my teachers’ voices, appropriately calm and dramatic, allowed me the luxury of conjuring up these adventures in a strikingly visual way. It was different than reading the books myself. It was soothing and transporting.

As writers of books for children, we must always consider how our books sound when read aloud. Stories that allow our voices to be compelling, humorous, or lyrical draw the listener in. And when children are read to, it motivates them to improve their reading skills, so they can someday read these books on their own.

When I’m working on a challenging passage in my own work, I often record myself, then listen back to check on the authenticity of a character’s voice or the pacing of a scene. I’ve even recorded chapters of mentor texts so I can hear why the writing works so well. It’s also beneficial to have critique partners read your work aloud so you will know how others might interpret your words.

And although I still prefer reading a hard copy of a book – holding it in my hands and going through it at my own pace –I now have headphones nearby. Michelle is waiting to read to me. And I can’t wait to snuggle under a blanket and listen to her.

Do you prefer hard copies of books, reading on an e-reader, or listening to audio books?

By Rondi Sokoloff Frieder

I don’t know about you, but I have an entire shelf in my writing studio packed with “half-read” books on craft. I buy them with the best intentions, but here’s what actually happens: I start the book, read four or five or six chapters, do many of the suggested exercises, feel inspired, and go back to revising my novel. I tell myself I’ll revisit the “craft book,” but rarely do. Until now. A few weeks ago, I took Donald Maass’s WRITING THE BREAKOUT NOVEL WORKBOOK back off the shelf and flipped it open. And believe it or not,  I read every single page and completed every single exercise. No joke.

But why this book? And why now?” Here’s what I think happened. 1. My novel was ready for this level of revision. It had been edited and revised many times, but was missing the icing on the cake – the extra pizzazz and sparkle needed to draw my readers in. 2. WRITING THE BREAKOUT NOVEL WORKBOOK is a workbook and invites you to write inside it. It has tons of blank spaces and lines. The book speaks to you and says, “Hey, let’s think more deeply about your characters, your plot, your setting. Go ahead – do it. Right now. And I did.

I sat at my desk, pen in hand, and poured through the exercises. I changed the motivations of secondary characters, made my protagonist go to her “third” level of emotion, and amped up the action wherever I could. But the most valuable suggestion came at the end of the workbook where I was challenged to create emotional tension on every page. This was the most elaborate exercise of all and could not be done in the workbook. I had to work with the actual manuscript and do the editing, one page at a time, out of order. One writing friend said she printed her manuscript, threw the pages on the floor, and gathered them up in a mishmash. This seemed a bit messy to me, so I switched on the teacher part of my brain and came up with a plan. I would make a make a graph! I went online, printed out a rectangular chart of squares numbered 1-200, and got to work.

Next, I took my yellow highlighter and colored in a square at random – 104. Then I opened my computer, pulled up my novel, and scrolled down to that exact page. I read slowly and critically, editing specifically for micro-tension. When I was happy with the revision, I grabbed my marker and found another square­ – 185- and repeated the process. Then I picked 36 and went to a totally different place in the book. It was like playing bingo or doing a jigsaw puzzle.

And here’s the exciting part. Along with editing for tension, I was able to accomplish a number of other editing tasks. I shortened sentences, got rid of unnecessary dialogue, found (and deleted) repetitive words, increased my use of metaphors and corrected punctuation. I also found a number of typos – ugh! It was exhilarating, despite a few snafus. The main one was page changes. After editing out complete paragraphs, or even a sentence or two, my page numbers were no longer accurate. I would go to page 32 and discover that it now contained the content from page 33, which had already been edited. Another issue was stopping myself from going on to the next page. It was so tempting to finish a chapter! But jumping around in your story is key with this exercise. It makes you hone in on a scene and make it the best it can be.

Do you have books on craft collecting dust on your shelves? Take one off the shelf and get reading. Do it. Right now!

Have you edited for tension on every page? If so, what were your strategies, pitfalls, and takeaways?

By Rondi Sokoloff Frieder

By Rondi Sokoloff Frieder

This past weekend, I had the privilege of running three incredible events for the Rocky Mountain Chapter of the Society of Children’s Book Writers and Illustrators. My position on our board of directors is called, “PAL Liaison,” which means I connect traditionally published authors and illustrators with teachers, librarians, booksellers, parents, and of course, children.

The first, and most elaborate event, was hosting a table in the Exhibits Hall at the annual Colorado Council of the International Reading Association (CCIRA) Conference at the Marriott DTC, on the outskirts of Denver, Colorado. With over 1500 teachers and librarians in attendance, you can imagine the buzz and excitement surrounding us. I arranged for twenty different authors and illustrators to join me in two-hour shifts where they showcased their books, met teachers and librarians, and gave away swag. Here are a few creative displays:

It was a joy to see our SCBWI PAL (published and listed) members share their passion with the people who love their books. For many years, I attended this conference as one of those teachers. I met Kate DiCamillo, Will Hobbs, and Lois Lowry at this very same venue. I was totally star struck when I had the opportunity to be in the company of these literary rock stars! This weekend, I am happy to report that we had our own share of squeals and howls as teachers won door prizes, took photos with our authors and illustrators, and went away with pencils, hand-painted rocks, and gobs of stickers. Yippee!

My next program was leading a “Speed Dating” session with authors, illustrators, and educators. There were eleven stations set up around the room which enabled our authors and illustrators to spend quality “one-on-one” time with teachers and librarians. Some attendees wanted to know how to  write for children. Others were interested in learning more about using specific books in their classrooms. No two conversations were alike. This went on for eight minutes until it was time for the next date. The only problem I had was moving the participants on to the next chair. Everyone was so engaged and animated! At one point, the chatting became so loud, other conference attendees began poking their heads into our room to see what was going on. They smiled and nodded when they saw our rollicking book party! It was so much fun that one teacher asked if we could do this next year as an exclusive luncheon. It certainly is something to consider.

For my third act, I hosted a happy hour “meet and greet” in downtown Denver for authors and librarians. As luck would have it, the American Library Association (ALA) was holding its mid-winter conference at the Colorado Convention Center this same weekend. Despite frigid weather and blowing snow, a dozen of us made our way down to the Greedy Hamster on Saturday night for appetizers and drinks with a group of friendly YALSA (Young Adult Library Services Association) librarians from around the country. Many of our debut authors got to experience the thrill of giving away pre-released books to these lucky book lovers. Huzzah!

Connecting authors and illustrators with their adoring fans is definitely the best job in the world. I can’t wait for our next event!

Last October, when the leaves were turning raspberry red, lemon yellow, and orange orange, I embarked on a serious mission to make myself feel more like a real writer. (www.rondibooks.com, Nov. 2016.) Although I took my writing seriously, it didn’t seem like I was doing enough. Like you, I spent my time setting yearly goals, working on a variety of manuscripts, submitting to agents for feedback, participating in writing/critique groups, taking classes, and going to conferences. I read blogs and books on craft. I wrote articles like this one.

But despite this dedication, I still had no offers of representation or publication to show for myself. I had gotten very close with a few agents and editors, but that golden ticket still eluded me. And, I had reached a crossroads – give up on the whole shebang or amp up my life as a writer. Obviously, I chose the second option. (First sign of being a real writer!) Now I needed a new way to prove to myself that I was getting closer; that I was doing everything possible to increase my odds.

So I came up with an idea. I decided to keep a daily log of everything I did that related to my life as a writer. As a teacher, I loved leafing through my over-stuffed lesson plan books to see how much I had accomplished with my students. There were scribbles in the corners of cramped daily squares and tattered pieces of paper shoved in between the pages. Everyday had been a whirlwind of accomplishments!

Only with writing, planning out my week in advance often went awry. On some days, it seemed like I got very little done. I’d spend hours rewriting one chapter when I thought I’d be able to do four. Or I’d plan to do a small bit of research, get caught up in the subject matter and read articles on the topic for an entire morning. Finally, it came to me out of the clear blue – a totally different approach to this problem. I would log about what I did after I did it, not before. This way, I wouldn’t be disappointed if I didn’t accomplish what I thought I should have.

I got to work. I bought a large calendar/daytimer/notebook. Then, at the end of each day, I jotted down whatever I did to further my life as a writer. And, after a year of doing this, here’s what I discovered:

1. I was doing a lot. Seeing months of squares filled in with writing activities convinced me that I was doing all sorts of things to further my life as a writer. I included everything from working on my novels and going to conferences to doing research and reading books in my genre.
2. I developed a habit. According to many experts, it takes at least 21 days to develop a new habit. And for most of us, it’s longer. By writing in my log every day for an entire year, I made being a writer a conscious part of every day.
3. Reading counts. You must read to write. I made sure to log about the books I read, both in and out of my genre and on craft. Then I entered the titles onto my Goodreads page. I also included blogs, articles, and emails to my writing colleagues.
4. Rewriting is very time-consuming. By writing down exactly what I did each day, I could see how long it was taking me to revise my novel. A looonnnngggg time. There was one week when I worked on my first page for five days in a row!
5. I am part of a writing community. I saw how often I met with other writers, both individually and in groups. I included in-person writing groups, conferences and classes, as well as online blogs, workshops, emails, and texts. It was A LOT!!!
6. I am improving my craft. I recorded all the classes I took, conferences I attended, books I read on craft, and the ways I was implementing changes into my manuscripts. So important.
7. I took on more of a leadership role in the RMC-SCBWI. My board position as Exhibits Coordinator turned into the PAL LIAISON this year. Being involved at this level makes me feel more professional and has also has introduced me to an inspirational group of writers!

At a recent writers conference, I was thrilled to share a lunch table with renowned editor, and author of THE MAGIC WORDS, Cheryl Klein. When Cheryl asked if I wrote every day, I told her about my writing log. She liked the concept and said that a daily writing practice is the key to getting published. So maybe I’m on my way!

But here’s the main thing I discovered by keeping the log… getting published is only one part of living a writer’s life. It’s an extremely important part of the journey, but the things I wrote down in my log squares, … those are the things that make me a “real” writer. And here’s the surprising takeaway – I don’t feel the need to continue logging. A year of doing this has served its purpose. I am living the life of a writer. And I have a notebook full of scribbled-in boxes to prove it.

By Rondi Sokoloff Frieder

For the past two years, I have had the privilege of being  a judge in the Colorado Humanities Center for the Book’s Letters About Literature Contest. This is a literary competition where students in grades four-twelve write letters to authors of their favorite books. Since most of these children have teachers who are passionate about reading and writing, the books chosen are some of the very best out there and many of my own favorites.

So what are kids reading these days? I am a judge in the fourth-sixth grade category. As you would expect, many eleven and twelve-year-olds are drawn to humorous titles such as Jeff Kinney’s THE WIMPY KID and Rachel Renee Russell’s THE DORK DIARIES. Others enjoy dramatic non-fiction like Jon Krakauer’s INTO THIN AIR, or inspirational biographies like Misty Copeland’s MY LIFE IN MOTION and Malala Yousafzai’s I AM MALALA. There are also the lovers of fantasy  who are obsessed with JK Rowling’s HARRY POTTER series and JRR Tolkien’s THE HOBBIT and LORD OF THE RINGS trilogy.

But more than any genre, these pre-teens are choosing books that touch their hearts and evoke emotion. Titles such as John Green’s A FAULT IN OUR STARS, RJ Palacio’s WONDER, and Wendy Maas’s A MANGO-SHAPED SPACE and GRACEFUL, show up year after year. Pam Munoz Ryan’s classic, ESPERANZA RISING, Katherine Patterson’s A BRIDGE TO TERABITHIA, Jerry Spinelli’s STARGIRL, Jennifer Nielson’s A NIGHT DIVIDED, and anything by Kate DiCamillo, are also favorites. Like adults, children want to be moved in a profound way by the books they read.

When drafting their letters, the students are required to use good grammar, strong word choice, and creative devices such as metaphor and simile. They have also been asked to relate an event in their life to the book they have read. This might be a problem with a friend, a family crisis, or the competitive nature of school and sports. One student wrote about being lost on a hiking trip, another expounded on coping with a parent’s illness, and a third described the agony of moving to a new town and school. But when a student vividly described how much she wanted to “jump into the book” to comfort a character, I was impressed. She showed me her deep sense of empathy and insight, and articulated what I had felt when I read the very same book.

Books can surprise the reader. Years ago, when one of my sons was in high school, I gave him A MANGO-SHAPED SPACE. I was hoping that when the main character discovered she had a sensory disorder called “synesthesia,” it would resonate with him. And it did. I will never forget the smile on his face when he bounded into the kitchen. “I’m just like her,” he announced. “Like who?” I asked. “The girl in the book, Mia. I have what she has. We’re both amazing artists, but algebra and Spanish make us crazy.” A year later, when he wrote his college essay, he described his synesthesia in full detail, emphasizing the point that he was “hard-wired” to be an artist.

As a writer of middle grade fiction, here’s my takeaway from reading these letters – The books we write are important. They help children navigate the ups and downs of their roller coaster lives. Writers have an obligation to dig deep and create characters and stories that will touch their readers in ways that make them say, “That’s me.” Your character can challenge the reader to keep going, to try harder, to be compassionate. More importantly, your book can help the reader understand that he/she is not alone.

Being a judge in this contest has been inspirational. Kids in this age group are often considered  anti-social, phone-obsessed, video-game-addicts, even bullies. But these letters have convinced me that after reading a powerful book, these same children are empathetic and deep-thinking.  After attending literary agent Donald Maass’s workshop on “The Emotional Craft of Fiction” last weekend, I know he would agree with me. He told us over and over that we change lives by writing good fiction… that a great story opens a reader’s heart and gives them a sense of hope.

So get to it people. Sit down, open up that computer, and write a book that makes your reader feel something. You might change someone’s life, and in doing so, improve our world in ways you can only imagine!

What books have moved you or affected your life in some way? Send me some titles and I’ll put up a list.

It’s only fair to share…

By Rondi Sokoloff Frieder

Every Tuesday morning, I clear off my dining room table, plug in my laptop, and wait for the writers to arrive. They bustle in around 10:30 carrying cups of coffee and bottles of water along with their computers and notebooks. After putting their lunches in the fridge and setting containers of nuts and assorted baked goods on the table, we settle in. Mostly, we sit in the same chairs. Some add a pillow, while others lower window shades to block the sun’s glare. Then, after a bit of schmoozing and noshing, we set the timer. Our chattering stops and the room becomes quiet. It’s time to write.

Three of us met a few years ago at a “Write-In” during NANOWRIMO – National Novel Writing Month. Although we were complete strangers, we were all determined to write a 50,000-word novel in a month. Then, on the last day, after we had all become “Winners,” someone suggested we keep going. We hardly knew each other’s names. We certainly didn’t know much about each other’s books. But we had something very important in common. We were passionate about writing.

We decided to continue working at our local library every Tuesday morning. We reserved a conference room for two hours, kept our voices down, and got to work. It was wonderful. So wonderful, that when the library decided to do a major remodel and close their meeting rooms, we knew we had to find another location. I volunteered my dining room table.

Our group of three has now grown to five. Other writing buddies pop in now and then, but the core group is extremely reliable. Frigid temperatures, snowy roads, and needy relatives cannot keep us away from our beloved writing projects! And, when I’m out of town, others host at their dining room tables. On some days, we even write remotely, and text each other when timed writing sessions are about to begin. We typically get in three, forty five-minute sessions. And here’s the best part: the discipline of writing consistently has spilled over to other days of the week. I now find myself carving out short writing sessions almost every day.

Our projects span the genres. Two of us are writing MG fiction and picture books, while the others are focusing on women’s fiction, murder mysteries, and science fiction/fantasy. Although our content is widely varied, we often share information about local classes, conferences, webinars, and books on craft. We sometimes read paragraphs aloud, give each other immediate feedback, revise, and read again. We talk about query letters, character arcs, plot twists, even murder suspects! One member has been independently published and we all cheered when her cover designer came up with Book Two’s gorgeous graphics.

But most importantly, we write. Every Tuesday, no matter what, we set aside other commitments and scribble “10:30-2:30-NANOS” on our personal calendars. We put our work ahead of doctor’s appointments and lunch dates. I even had my hairdresser stop me when I was about to set up my next visit on a Tuesday. “Isn’t that your writing day?” she asked. “It is,” I replied. “It most definitely is!”

It’s only fair to share…

After assigning a page of math homework to my first graders, one of my students said, “I might not be able to do this tonight.” When I asked her why, she said she had soccer practice and play rehearsal after school. I told her it sounded like she had too much going on in her life. She smiled and said, “Oh no, I love being busy.” I smiled back. I totally understood. I love being busy, too.

As a teacher, I usually operated on high-speed. My classroom was a bustling whirlwind of dynamic lessons and activities. We always got a lot done. And I had my plan book and assessments to prove it. At home, my family kept track of our plethora of commitments on a large, color-coded calendar. I also made personal to-do lists on yellow legal pads, scribbled reminders to myself on post-it notes, and rolled into bed each night, ready to do it again in the morning. It was a fast, over-scheduled pace, but I reveled in it.

Today, I have a new life. I’m a full-time writer. My children have flown the coop, and except for hanging out with my retired husband, my time is my own. I can slow it down, write for hours on end, read books on craft, drink lots of pumpkin lattes. My only problem is that the over-scheduling person inside me is still there. She constantly nags me to get more done, check things off my list (I still make them), get published already. Hop, jump, repeat! Man is she annoying. But I can’t get rid of her. She is a big part of who I am. I just have to figure out how to deal with her.

At first, I tried integrating techniques that worked for me as a teacher, into my life as a writer. I made schedules, set goals, took classes, read books, attended conferences, workshops, and writing groups. I still do these things. But something was missing. I didn’t feel like I was accomplishing enough. Especially when I veered from my “plan” or failed to achieve my goals.

One morning, as I sipped a homemade latte and stared at my computer screen, a radical idea popped into my head. Instead of planning out my week of writing, I would reflect on it. I would do something EVERY SINGLE DAY (even for a short amount of time) to further my life as a writer and record these activities in a daily log. Not a plan-book, a logbook. I immediately went out and bought a calendar/notebook with large 1½ inch squares and decided to get started. (You can also use the new RMC-SCBWI calendar if you order your copy ASAP!) And here’s the key: I only record writing activities in it. No dentist appointments or lunch dates allowed.

I’ve been logging for a month now and I’m pretty excited about how it’s going. At the end of each day, I jot down anything I’ve done that relates to writing for children. I’ve included: worked on my novel, did a character exercise, talked with a picture book collaborator, listened to a webinar class on revision, read a book in my genre, went to hear an author speak at Tattered Cover, sent emails to SCBWI volunteers for an upcoming conference, attended a critique group meeting, made notes for my works-in-progress, wrote this blogpost, and did research at a museum. It’s amazing. I can now see, in black and white, that I am living a writer’s life. Every single day. Well, almost.

Becoming a great writer takes time. And there is more to the journey than the actual writing component. But now, when I look at my writing log, I see that I’m really trying. I’m doing all kinds of things to move this new life forward. And when that ever-present “busy teacher” is nudging me to get things done, I open my logbook and say, “I am. I totally am.”

Author’s note: If you try using a writing log, let me know how it goes!