Submission Reminders

When you submit a story, a poem, or nonfiction to a magazine editor, you want to make a good impression.  How can you do that?

Here are a few tips.

1.  Follow the guidelines.

2.  Don't send more than one submission when multiple submissions are not       

     accepted.

3.  Refrain from re-sending a submission, even if you've found an error.        
     Chances are, it will not affect an editor's decision.

4.  Remember that poems must have rhythm and meter.

5.  Use a variety of reliable sources for articles, not just Internet sites. 

6.  Read back issues to get a feel for the kind of articles, poems, and stories that 

     are published.

7.  Choose a topic that is entertaining and interesting for kids.

I'm a very lucky editor because most of the time writers understand how to submit. But every once in a while, I'll get a submission that falls short because of one (or more) of the above.  And sadly, those submissions are rejected.  Don't make the same mistake. Keep these suggestions in mind if you want to impress an editor.   

Building a Fictional World

Children's Writer's World warmly welcomes a guest blog by Melody Delgado.

Creating a world for your novel can be based upon research, creative thinking, or both. Whether your novel is set in the past or the present day, while the setting doesn’t need to overshadow the basic story, it serves as the backdrop of the story and it needs to be realistic and believable.  

When writing historical fiction, in order to form a world that seems real, research is essential. For my recently released YA historical romance, ROYALLY ENTITLED, which takes place in the year 1630, I spent two months researching this time period and seeking clues as to what was happening in Europe at the time. Some of the books I poured over at the library were 700 pages long. These books included information about clothing of the Renaissance period, ordinary occupations, common food items, inventions of the time, and popular traditions.

One interesting point that I found was that the rifle, or caliver, was invented during this time period. It replaced the crossbow and was as popular then as having a smart phone is today. I tried to find a way to include this nugget of information, and the invention of the caliver ends up playing a pivotal role in the story.

A custom of the time that was interesting and surprising was that sometimes royals united themselves in marriage with other royals they’d never even met. A miniature portrait would be sent to a potential suitor and they would decide whether to meet or even wed the person based merely on this small portrait. This particular morsel was too good to pass up, so this tidbit is another key component of my story.

It took me ten months to write the initial skeleton of the story, for a total of one year from the germ of an idea to a completed draft. Once I finished the draft I realized that the story couldn’t possibly take place in an already existing country. I’d strayed away from too many details and true historical events. The solution was to invent my own country called the nation of Brevalia.

It was freeing to not have to hold to the physical description and landscape of a specific country, but to be able to come up with things from my own imagination and experience. Currently, I live in a locale with a river that takes up a large portion of the city and helps to define it. I’d lived in another city with the same river feature, so I knew I wanted to include a river in my story. But I may not have been able to do that if I’d had to stick to the description of a specific European location.

However, many writers choose to write about a part of history as it actually happened and may even include actual historical characters. This method couldn’t work for my story, but whichever road you choose for your historical novel, research is essential in creating a believable fictional world.

Even if you are writing in the present day, which will be the world for my upcoming middle grade novel, OOPS A DAISY, there still need to be specific enough details to ground the reader in the setting of the story. My story takes place in modern day Miami, so the cultural aspects needed to be represented, as well as the favorite pastimes of the people in the city and the actual locations and landmarks found in the area. On the other hand, I did fashion a fictional school for my story to take place in. But details are based on what I’ve observed in modern day magnet schools and ideas I came up with on my own.

I’ve published two picture books and even picture books take place in a ‘world.’ As an author, we can’t leave all this ‘world-creating’ to the illustrator. The setting and tone we want to achieve must be made clear through our characters’ words and actions.

Creating a believable fictional world may still require the writer to be rooted in reality, but there is also plenty of room for using one’s imagination. Let it run free, and see where it leads you.

BIO:

Melody Delgado has been a published writer since 2000.  Her short stories have appeared in national magazines such as AIM (America’s Intercultural Magazine), VISTA, and CHICKEN SOUP FOR THE LATINO SOUL.  She has published two picture books. TEN ROARING DINOSAURS was published by Houghton Mifflin Harcourt and DO YOU KNOW HOW I GOT MY NAME? was recently published by Little Debbie/McKee Foods.

Her YA inspirational, historical romance, ROYALLY ENTITLED, was released digitally by Clean Reads in May, 2017. It is the first in a three-book series called The Brides of Brevalia. A humorous children’s novel, OOPS-A-DAISY, is coming to print on September 5 of this year and is also the first in a children’s series, The De La Cruz Diaries. It will also be published by Clean Reads.

A short trailer of ROYALLY ENTITLED may be seen here: https://youtu.be/sF3Vx_IJBpo

For more about Melody you may visit her website at: http://www.melodydelgado.com/ 

Three Reasons for a NF Rejection

You submit an article to a children’s magazine.  Several weeks later, you receive a form rejection. This news sucks.  It's not only depressing, it's vague.  The letter doesn’t explain why your work was rejected.  The chance to re-submit to this market is slim because you don’t know how to improve your article. 

Children's magazines reject articles for a variety of reasons.  Some editors will reject a piece if the research isn't sufficient.  Other editors may find the subject of a submission inappropriate for the age group.  

At Kid’s Imagination Train e-zine, we rarely hand out rejections but if we do, we give an explicit reason for the rejection.  When it comes to nonfiction, there are three top reasons for turning a piece down:  the word count is not within the expected range, an expert review is missing, or the vocabulary and grade level is too advanced. 

If the word count is over 500 words, the writer needs to tighten the piece.  This can be achieved by removing unnecessary words and irrelevant facts.  If the word count is too short, then the author will need to do a little more research and add pertinent and interesting information.

For KIT, all nonfiction requires an expert review.  Depending on the topic, a writer can find experts listed on a university website or a zoological website, or associated with a professional organization. Having an expert review gives the assurance that the research presented in the article is accurate.

Often times, KIT receives articles that are too advanced for our audience.  Our readers are kids ages five through twelve, but sometimes we get pieces that are more for high school students.  Writers can use the Flesh-Kincaid scoring tool (http://www.readabilityformulas.com/free-readability-formula-tests.php) to calculate the grade level.  If the score is too high, the author can lower the level by turning compound sentences into simple sentences and by using grade-appropriate vocabulary.

KIT doesn’t send out form rejections.  Our philosophy has always been to explain why a piece is not ready for publication.  We offer suggestions for improvement.  Writers who submit to KIT often get a second or even third chance to submit their work again—and this indeed is good news.

I'm excited that my debut picture book Maggie and the Summer Vacation Show-and-Tell will be released this summer.  For news and updates, check out:  www.themaggieproject.blogspot.com and www.randilynnmrvos.com

Getting to Know your Characters

When you create characters for your stories, what kinds of traits do they have? What do they look like physically?  What are their personalities like?  What are their relations to others?  

Some writers know everything about their protagonists before they begin writing a new story. It was the opposite for me.  In my upcoming book Maggie and the Summer Vacation Show and Tell, the story took off well before I knew what the protagonist Maggie looked like. I had some idea about her personality.  

It seems strange to me that I didn't picture Maggie before I first set out to tell her story. However, halfway into the plot that all changed. The moment Maggie faced a huge problem, her personality solidified and her appearance became apparent, red hair and all.

These are some words that describe Maggie:                                                   

a curly-haired redhead

a first-grader

a student in Ms. Madison's class

a classmate of Emma, Sara, Ally, and Freddie

a woe-is-me, Charlie Brown-like character 

a sister and daughter

a dreamer 

a dog owner

imaginative 

spunky

quirky

determined

loving and lovable

a kid with a big school problem

Every writer has a different approach to creating characters.  So, don't worry that you may not know what your main character looks like when you first start off to write your story.  Be patient.  By the time you have developed the conflict, you will begin to picture the physical traits of your protagonist, get to know her personality and understand her relationships with others.

For more on Maggie, check out:
www.themaggieproject.blogspot.com and www.randilynnmrvos.com

Guest Blog: Tips on Writing a Series

Children's Writer's World warmly welcomes author Rita Monette.

How is writing a series different than writing a stand alone book? 
If you don’t know ahead of time you are going to create a series, it can catch you off guard. You will find yourself researching your own books for information.

When I wrote The Legend of Ghost Dog Island, book one in the Nikki Landry Swamp Legend Series, I didn’t intend to write a series. I merely wanted to write a story about my childhood growing up in the Louisiana bayous. Then it became about a legend my father used to tell. When I got to the end, I began thinking about other legends I could have my characters involved in. But that’s a far as it got. That was until some of my readers began asking for more.

As I began book two in the series,The Curse at Pirate’s Cove, I realized that writing the second book wasn’t going to be easy, when I thought it would be a piece of cake. Little did I know how difficult it would be to keep track of all the characters and their physical traits, voice, and mannerisms a whole year after writing the first book.

It wasn’t until I started compiling book three of my series, The Secret in Mossy Swamp, that I decided to create a notebook with a page for each character mentioned in books one and two. Something as small as eye color, or as complicated as a secondary character’s parents’  occupation, can send you scurrying when it comes up again.

Another problem I’ve found with a series is that, if you don’t want to drag a character, or pet, through many books, and you can’t bear to kill them off, think twice about putting them in to begin with. So now I have to tell my hero NO when she asks for another pet.

Still, there is the issue of a reader reading your books out of sequence. I’ve stumbled upon the problem of revealing the mystery in book one, by bringing to life a character in book two that was suspected as dead in the beginning of book one. Thank goodness for second editions.

You can visit Rita's blog at: 
http://ritamonette.blogspot.com  

https://www.amazon.com/Legend-Ghost-Dog-Island/dp/0994749090/ref=sr_1_1?s=books&ie=UTF8&qid=1440004616&sr=1-1&keywords=Rita+Monette

https://www.amazon.com/Curse-Pirates-Nikki-Landry-Legends-ebook/dp/B016JC8LVM

https://www.amazon.com/Secret-Mossy-Swamp-Rita-Monette/dp/1987976169

Guest Blog: Writing a Review

Children's Writer's World warmly welcomes book reviewer Elizabeth Tipping.

I’m delighted to be writing a guest post for Children’s Writer’s World! I regularly post book reviews on my blog, 2 Cooks Crafting Books:  https://2cookscraftingbooks.wordpress.com/author/2cookcraftingbooks/ 
I’d like to share my process for reviewing and the style of review you’ll find on my blog.

My first step is to identify the book I want to review. Since my goal is to share “great books,” I am picky about what I include on the blog. This means I do A LOT of reading! Fortunately, my kids would rather read with me than do almost anything else, so we do a fair amount of reading in my house. Plus, I love reading on my own.

If I’ve read a book with one (or both) of my kids, one of the things I look for in deciding whether it should be featured is how my child responded to it. My kids will sit through a technical manual if it is being read out loud, so I want to see something more than attention from them.

Last night, for example, my daughter and I read the fantastic BOB, NOT BOB! by Liz Garton Scanlon and Audrey Vernick. BOB, NOT BOB! is “To be read as though you have the worst cold ever” since that is the condition that poor Little Louie finds himself in. So, although we were at a restaurant, I read the appropriate passages as though I had “the worst cold ever.” Once my daughter got control of her laughter, she kept stopping me so that she could call across the table to her older brother to listen to the book. That’s a hit, for sure!

In my review, I provide a bit about the story—without ever giving away too much about what happens. In BOB, NOT BOB!, Little Louie’s cold is making him have a “weird, all-wrong, stuffed-up voice.” Every time he calls for his mom, it comes out “BOB!” Louie’s family also has a dog named Bob, who comes running when Louie calls.

When Bob (the dog) arrives, Louie shouts, in his stuffed-up voice: “NO! I wan by BOB, not BOB! BOB! BOB! BOB!” Although I can’t replicate it here, when Louie shouts BOB! and means his mom, the O has a heart in the middle. When it is BOB! the dog, it is a normal O. It’s a lovely way to help young readers figure out which BOB! Louie really means.

When I’m done describing the book (which may also include such things as character, point of view, or illustrations), I take some time to research the author. I always try to give a little information about the book’s author, and occasionally the illustrator. This section also includes the address for the author’s website or blog, and why someone might want to check out the author’s website (if there’s something extra offered, such as activities or teaching guides).

BOB, NOT BOB! has two authors: Liz Garton Scanlon and Audrey Vernick. Ms. Scanlon’s website is www.lizgartonscanlon.com. There, she has teachers’ guides for all of her books (some of the guides have crosswords, games, and crafts included!). Ms Vernick’s website is www.audreyvernick.com and it includes a link to her blog.

Finally, I conclude every review by asking for recommendations of other great books to read. We are all enriched by sharing great books with one another!

School Career Day

Recently, I had been invited by an instructor at the School for Creative and Performing Arts in Lexington, Kentucky to participate in the school's career day program. It's exciting to think that a presentation just might give middle-graders some insight into becoming a writer.

Since I haven't any experience with this kind of event, I goggled how to give a career day presentation.  There are quite a few websites that offer excellent ideas and instruction. This one got me started:  https://www.mcwt.org/files/mcwt2012/1/file/foundation/MCWTF%20Parents%20and%20Teachers%20Docs/Career%20Day%20Speaker%20Tips_Oct2013.pdf  

Most speakers begin with a brief introduction, their job title and how they ended up choosing their career.  Next, presenters reveal what a typical day is like and then relate the skills they use each day to the school subjects students take.  A good chunk of the presentation centers on the positive aspects of a career and why the career matters, and closes with the career paths kids can follow.  

I’m thinking about the kinds of props that will be needed to make the presentation lively, attractive and intriguing to students. Bringing things from my desk might do the trick: colorful notebooks, my red laptop, post-it notes, writing technique books, and an artsy desk lamp.  

There’s still a lot to do in the next two weeks (memorizing and practicing) and I am hopeful everything will turn out fine.  In the meantime, if any of you have ever done a career day or if you have suggestions that would make an interesting presentation for middle graders, I would love to hear from you.