Tips on Preparing for Class Discussions

"Smooth seas do not make skillful sailors."
               —African Proverb

To recap what we discussed during class (and to aid those who are not in my class or missed the session), these are key points for preparing successfully for class discussions:

• Read the assignment before class and write down any questions you may have about it.
• Ask questions based on critical thinking skills:
• How can I use this information?
• How does this information compare with what I already know about the topic?
• What ideas, concepts, or points of view from the reading did you not understand?
• What is the source of the material?
• Is the material fact or opinion?
• What is the author’s purpose? Is the author biased?
• Has relevant and sufficient evidence been provided?

College Writing Skills: Study Success Tips

"Success is to be measured not so much by the position that people reached in life as by the obstacles that they have overcome."
—Booker T. Washington

To recap what we discussed during class (and to aid those who are not in my class or missed the session), these are key points for successful studying:

• Study in a place that has minimal distractions.
• Stay healthy and relaxed.
• Attend each class.
• Take notes during class and on each assigned reading.
• Reflect upon your habits and routines. Accentuate those habits that will help you be successful in
           college and try to eliminate those habits that will hinder your success.
• Seek help from your professors and/or the learning center when you need it
• Maintain a positive attitude.
• Complete assignments on time and to the best of your ability.
• Develop ways to manage your time well.
• Prioritize your most important projects, assignments, and activities.
• Avoid waiting until the last minute to complete assignments.
• Try to balance your academic work, extracurricular activities, and personal commitments.
• Be organized. Organize your study space, desk, planner, and notebooks and binders.
• Stay focused while studying, during class, and as you are taking exams.

Formal and Informal Communication

This topic invariably comes up in my writing workshops and classes. It doesn't matter the age of the group or whether they are taking the class for personal enrichment/lifelong learning or for college credit. When we communicate---whether verbally or through writing---the outcome is always the same: to convey thoughts. Knowing your purpose and audience determines HOW you will communicate your message.

Informal communication is among friends or people we know personally. We let our guard down, use slang and colloquial phrasing. Because it's informal, we know they'll "get the gist" of our message and that's all we are aiming for. Examples include text messages, phone calls/voicemail, and friendly banter. Informal communication may use non-standard English.
Formal communication on the other hand always follows the rules for standard English. When we are writing for our jobs – creating memos, reports, business letters – we use standard English. Are there times when we might use informal English in a work situation? What are examples of formal writing? What are examples of informal writing?
Whether we communicate formally or informally, the writing process is followed. First we collect our thoughts, then we decide how to share those thoughts, finally, we deliver our message. In formal writing, however, ideas and thoughts are focused before delivery. This ensures our message is clear. This is why correctly using words that are frequently misused is so  important.
Focusing our thoughts.  Planning is the first step in the writing process. It allows us to explore a topic before focusing it. We then consider our purpose and audience before we plan (or outline) and then draft. How many ideas can you generate about the differences between high school and college? Now, brainstorm ideas on this topic: What 3 tips would you give to a new college student?  You will write your first paper to turn in on this topic.

Know Your Learning Style

Thought for the week:

"You may have a fresh start any moment you choose, 

for this thing that we call failure is not the falling down, 

but the staying down."

—Mary Pickford

NOTE: Learning Style Tips gleaned from exercises in our College Writing Skills textbook and MyWritingLab.com (I LOVE that program!) and recapped in the weekly course newsletter. 

Your learning style guides how you study and the best ways for you to learn and retain information. So, it's important to consider these questions:

What kind of learner are you? What strategies can you use in your classes to meet your learning style?
• If you are an applied learner, use case studies, examples, and practical applications.
• If you are a conceptual learner, organize information into main ideas and examples.
• If you are an auditory learner, tape record lectures and form study groups to discuss lecture content.
• If you are a visual learner, create visual aids such as maps, charts, and diagrams of course content.
• If you are a social learner, take courses involving class discussion and form study groups whenever possible.
• If you are an independent learner, take courses that use a traditional lecture –exam or independent study format.
• If you are a spatial learner, use outlining, visualization, and mapping techniques.
• If you are a verbal learner, discuss steps, processes, and procedures with classmates or instructors.
• If you are a creative learner, take courses that involve exploration, experimentation, and discussion.
• If you are a pragmatic learner, write out a list of steps, processes, and procedures.

College Writing Skills: The Writing Process

This is dedicated to my students in the College Writing Skills program at ESC, though any writer--or student--will find it helpful. When I began teaching writing at the local college, I created a weekly sheet to help freshman students learn to manage the syllabus. It evolved into a "newsletter" of sorts complete with articles, study tips, and motivational quotes. I'll now post those on my blog (and use the online course page for updates and homework/assignment due date reminders). 

Whether we are aware of it or not, all writing goes through a series of stages from the initial idea to the completed product. It helps to relate the process of writing to what you know. A process is simply breaking something into steps. Many things we do daily follow a process. Think about the steps used to do daily tasks, enjoy your hobbies, or improve skills such as dance, music, sports, and so on.
Prewriting is the first step in the writing process. It  includes brainstorming ideas, settling on a subject, and selecting a topic. Brainstorming is accomplished in several ways. Making lists, creating a cluster or bubble outline (sometimes called a mind map), or journaling all help in focusing the topic.
  Prewriting also includes planning and organizing. Deciding on audience and purpose takes place during this stage. The method used for brainstorming is then turned into an outline or plan for our writing. When you complete your assignment to poll 12 people to ask whether they use prewriting, note whether they are still students or working adults. Many people who have been in their occupations for awhile and writing emails, business letters, and reports do not realize that they "prewrite" because they plan in their heads what they will say and how they will say it.
Drafting is the next step. The purpose of this stage is to get thoughts onto paper. In elementary and secondary school your teachers may have referred to the “sloppy copy.” This is the messy draft. DO NOT ever try to turn in your draft to a college instructor. They expect your papers to have gone through at least one round of revision and editing. Keep in mind, professional writers will do this many, many times before submitting it to their editors to make it as perfect as possible.
Revision is the rethinking step. At this point you will review your draft for clarity, supporting details, and move and/or cut sections to better express your point. This stage should not be confused with editing. (That is not about rethinking your approach.)
Editing and Proofreading is the final step. The purpose of this stage is to check for flow, grammatical and spelling errors, correct format, and so on.
Keep in mind that the entire process is recursive. (This word will by on your vocabulary quiz!) This means that it is not necessarily a chronological process. At any point you can go back to a previous stage to improve the overall product. Unlike say, baking a cake, in which it would be ineffective to add the forgotten baking soda once the cake is in the oven, in the writing process you can go back to prewriting and add to your plan even as you are drafting.
  Though not part of the writing process, prioritizing is vital for your academic career (and beyond). Prioritizing means setting both goals and the action steps to achieve those goals.
Breaking tasks into smaller steps creates manageable pieces. This helps in prioritizing schedules. Create goals and then set action steps to complete each goal. Remember, we eat an elephant one bite at a time; we write essays one word at a time.

Learning from Published Authors

A version of this entry appeared Jan. 23, 2013 on "Wonderings & Wanderings," my blog about living the writer's life. 

The best way to learn to write well is to note how published authors have applied all the elements of strong prose you’re learning about. Dissect published stories and articles to see how the pros build the writing puzzle. 

Select your favorite short story from an anthology or magazine and read it critically. Consider the following:

• Whose perspective is the story from?
• How is the conflict introduced? 
• How does the main character react to the conflict?
• Does the main character solve the problem? How?
• How many scenes are included? 
• With each scene is a new obstacle presented? If so, how is it resolved?
• If only one scene is used, how is the conflict escalated? Or, how do new problems arise as the main character deals with a problem?
• What is the length (duration) of the story? (A few hours, a day, several days?)
• How is the final problem resolved?
• How quickly does the story conclude?

Now, do the same with an article. It’s especially helpful to “outline” the article. (And remember how much easier this is to do after the writing is completed?) Mark the paragraphs defining the topic. How has the writer drawn you into the piece? Underline each main point made in the article and mark the anecdotes or facts used to illustrate each point. 

Review the “notes” on each piece you’ve analyzed. What have you learned? Try to emulate what you’ve discovered in your own writing. 

Create a Routine

A version of this entry appeared on January 19, 2013 at "Wonderings & Wanderings," my blog about living the writer's life. 

A regular writing routine sets a career in motion. Finding time is tough at first, so once you've set a schedule, it’s frustrating when life messes with it. It’s okay if the schedule is sporadic from time to time. It will settle back into place when the timing is right. Until then, try to write everyday – for at least 20 minutes. For several years this was the only way I accomplished any writing. I call it "writing in snippets of time." The time adds up. So does the writing. In six days you’ll have 2 hours’ worth of work. You’ll be amazed what you might accomplish. 

If family interruptions stifle your writing plans, it’s even more important to set a regular writing schedule. Not only will it help your family realize you're serious about your writing (and if you want to receive payment, it is at least a part-time job) but it helps you take your writing seriously. 

One woman I know posted “office hours” to help family get the point. Another made a “mailbox” by taping a file folder to the door. If the kids wanted to ask her something, they wrote it on a slip and put it in the mailbox, which she checked several times a day. Only emergencies warranted interrupting. 

If you have small children, they won’t understand that you’re “working” so you may have to focus on adding up paragraphs instead of minutes. Target writing one paragraph during nap time. They’ll build to a story or article in a few days. Every little bit helps. 

Recharging Stalled Writing

I don't often have trouble with writers block. As a big talker it's rare for me to have nothing to say. During deadlines, though, I might freeze; sometimes because I'm working with a new editor and wonder whether I'm on target or not. Sometimes I even get stalled on projects without deadlines, such as my short stories and novel projects. When this happens, I use a variety of techniques to get the words flowing and rev the writing engine. 

1)   Listen to music. I've often used different types of music to get into the "mood" of a project. While writing The New Deal and the Great Depression (Enslow Publishers, 2000), I listened to Swing. When I wrote several Native American biographies for several specialty encyclopedias for The Gale Group, I listened to Native American flute music. I have a variety of favorite artists across a range of musical tastes and select whichever I feel will help me concentrate. 

2)   Journal of use a blank computer document. I'll focus on writing anything that comes to might just to get the thoughts rolling. Even if it's, "I have an article due on Friday and I need to focus on getting it done. I want to write about . . ." I keep typing until the words naturally flow into the begin writing the article, which is usually what happens. I then cut and paste the article or story verbiage into a new document (or my original project file) and continue writing. 

3)   Focus on one part of the project. Try thinking about a character. What is his or her problem? I'll make a list of events that will happen in the story (or points I want to convey in an article). Once I write something on the screen, I usually feel scenes and words coming to mind. Then I switch to a new document and write the story, or turn my list into paragraphs. 

4)   Switch "media." If I'm writing at the computer, I'll grab a legal pad and write longhand until the words flow. If I'm working on fiction, I might switch to nonfiction until those thoughts flow, then switch back. A few times I've focused on writing poetry which tapped into a different creative part of my brain or something. Focusing on the words, their sounds and syllables recharged my thoughts and I was able to return to the original writing task. 

5)   Switch "location." A change of scenery recharges. If I'm working in my office I might head to the lanai or living room. If that doesn't help, I might grab my laptop and head to a coffee shop or cafe. Sometimes I've even taken my digital recorder and "dictated" during a long walk. (Dragon Speak quickly transcribes which saves time.) 

I've been under deadlines on nonfiction projects when nothing was coming to mind and these methods worked. My mind recharged and before I knew it hours had passed and I'd written twice the amount needed. Try a few of these techniques yourself and create your own to recharge stalled writing. 

Breaking Writer's Block

So, have your created goals for the year? I encourage my workshop students to, complete with action steps toward achieving them. Many who are in my workshops view the class as an action toward a goal. Perhaps you're doing the same, or perhaps you're reading some books on writing craft. If you're like a few of my workshop students, you may be facing a new problem -- freezing up or struggling to actually write. 

I rarely suffer from writer's block (the inability to write), but I have witnessed my students getting blocked. Often, keeping all the details they're learning about in mind causes new writers to freeze up. Writers block is often caused by fear or anxiety. Do I have what it takes? Am I making sense? Will editors post my manuscript on the “When we need a really good laugh” wall? What am I exposing about myself – either about my (un)creativity or my (lack of) communication skills?  What if my idea is no good? 

First, remember that all the craft details are for guidance. Don't worry about them as you put words onto paper; worry about them as you revise.  Think of your draft as your clay which you'll shape and add detail to later. Second, find a topic to write about that matters to you. Third, have faith in your skills and creativity! 

The following exercises should help you find a topic you are motivated to write about:  

1) Make a list of high points, low points, and turning points in your life. (What’s the best thing that ever happened to you? The worst? What events made a difference in your life?)

2) Think about specific incidents related to each event and assess what you learned from that encounter.

3) How might you turn the truth of each experience into the theme for a story or article? What events will you use to illustrate that theme? How will the main character grow or change by the end of the story (to realize that truth?)

Good ideas, passion for a topic, a desire to share, and faith in your skills are key to breaking the block. In the end, focus on having fun writing! 

Play it Again, SAM: Setting Goals instead of Resolutions

The new year is upon us. Have you set your resolutions yet? I hate resolutions. Declaring your purpose for the new year doesn't make it happen. I resolve to lose weight, exercise more, and get more done, but without a plan my enthusiasm waivers and I find myself drowning in my own resolve.

About a decade ago affirmations and intentions were the latest thing at the new year. Both are more positive forms of new year's resolutions. You state that you will do something. I will trim down. I will incorporate diet and exercise into a healthier lifestyle. I will organize to achieve more. While positive and presented with the mood that we all have the power to make these intentions happen, again, if enthusiasm waivers the positive crumbles into negative inaction. Before long I’m beating myself up for blatant laziness. Not exactly positive and affirming. So, I like to focus on goals. Some creative people freeze up at the thought of setting goals. It’s so . . . business oriented. If you fall into this category, think of goals as stepping stones toward achieving your dream.

Like task management, goals take the bigger picture and break it into manageable pieces. Each smaller task or goal leads to accomplishing the bigger task. Many of us do this without realizing it—during the holidays, for instance. In order to get those holiday cards in the mail, there are steps involved. You need to create the list of people you’ll send them to, make labels (or address the envelopes), write notes and/or sign each card, stuff the envelopes, stamp, and drop at the post office. Each step might be done in 5- to 15-minute segments as your schedule allows. In the end, the cards are in the mail and on their way.

Goal-setting is the same. Set a goal, a time frame for achieving it, and then create action steps (or small goals that lead to the larger goal). Use S-A-M as a guideline. The goal should be specific. Select a target and set a deadline such as trimming 2 inches off your waist by summer, losing 15 pounds, or sending out 20 manuscripts by December. It should be achievable. This means you need to make it happen; you cannot rely on what someone else does as a step in the process (such as an editor accepting just 1 manuscript to launch your career). You need to find an exercise you enjoy doing if you are going to trim 2 inches off your waist. You will need to write a manuscript in order to reach that goal of submitting 20.  Finally, your goal needs to be measurable. Notice that these three goals include a specific number. This helps you track your progress as the year progresses.

I had a writing friend who decided to set of goal of receiving 10 rejections in a year. She was working to fit writing into a busy life as a mother, wife, and office manager. She had heard me speak and a comment I made about taking the plunge and getting over the fear of submitting really struck her. She knew that manuscripts left in a drawer would never become books. Setting a goal to get rejected took away her fear of rejection. It is part of a writer’s life after all. Her goal was specific and measurable. She knew she had to send out a MS a month to reach that goal. That was achievable given her busy life.

When the first MS was returned, the sting of rejection wasn't so bad. She sent it out again. And again. She had nearly reached her goal of 10 rejections by summer when she received an acceptance. Then a second. Now she was forced to write new material in order to reach her goal. She did. But she also had credits to list when sending out those new MSS. By the next year, she was ready to “play it again, SAM” in setting new goals. No floundering in good intentions or vague resolutions. Just specific, achievable, and measurable goals with action steps toward reaching them.

Here’s wishing you all a happy and productive 2013. Happy Writing!

Weave in Story Details

Work on observing your surroundings using all five senses. What does the wind smell like? What does rain taste like? What does a wooded area sound like? Describe the bark of different trees. How is today’s rain storm different than yesterday’s? How is a hot day different than a hot night? Start now to really notice the world around you—listen, feel, taste, experience it.

Next, translate these sensations to your character. What does he or she smell or hear when he or she enters the dark woods behind the row of houses? Instinct tells the character not to take the path through the woods as a short cut, but he or she has no choice. So, allow the reader to experience this place through the sensations the character encounters. 

New writers often tell the reader what happens in the story rather than showing the story unfold. The rule of thumb is "show, don't tell" (SDT). Showing involves the reader. It makes him or her feel and see the details of the story. Telling, or summarizing, slows the story down. You then risk losing the reader to the action of television or computer games. Sensory detail helps you as the author ensure a connection is created and maintained between the character and the reader. In many stories, depending on point of view, the reader will momentarily become the main character. So, describing what the character smells, hears, touches, sees, thinks, etc. strengthens the reader’s connection to a story. Dialogue is another great way to sneak in story details because it draws the reader into the story—and it ensures that something is happening in the scene. 

So, practice noticing details around you and translate that to your characters. Remember to show the reader by weaving in these details in through the reaction of the viewpoint character and through dialogue. 

Happy writing!

How Writing is like Cooking

NOTE:  I'm trying to fix glitches with links between my different accounts. This blog, originally posted at Wonderings and Wanderings was supposed to also post here. I've posted a condensed version that focuses on the writing connection. 

I usually spend a good portion of my weekend in the kitchen making meals for the coming week. This weekend, however, none of my recipes turned out. I tried to blend two muffin recipes to create a "harvest fruit" muffin. Dud! I think I needed more baking powder or perhaps some baking soda. And, I plain forgot to include an ingredient in one dish until it was in the oven. Too bad I couldn't pull it out and add it (which is a wonderful revision technique for writing but doesn't bode well with step-by-step instructions).

But, in the end, I wasn't upset. First, not all the kitchen mishaps were inedible. Second, the time spent perfectly links with writing. Like these failed  recipes, sometimes we need to write scenes in stories, only to discard them later. It's not that they are awful; it's that they don't work with the other "ingredients" in the story for the most tasty outcome.

I think this is one of the hardest things for newer writers to understand about revising. Sometimes we need to write a specific scene with a character but its purpose is to help us further develop that character. It doesn't necessarily need to remain in the finished story. And sometimes, we need to add a scene (or ingredient) to boost suspense or keep the reader hooked. In the end, the reader doesn't need to know all that you had to accomplish in the kitchen---or even how many attempts it took to get the "recipe" right. The reader only cares about how tasty the end result is.

So, test your ingredients and don't be afraid to toss the "duds." Happy writing!

Life only Seems to Get in the Way

I know. I know. It's been too long since I've posted here. My only excuse is that this blog is dedicated to "all things writing." And, I've been blogging about life in general at my other blog: Wonderings and Wanderings. 

Even at that blog, I haven't posted all that often because this has been one insane year! But, the holidays are approaching and as busy as I am personally, I am even more determined to make time for my writing projects. The lesson here is that even when it seems life is getting in the way, it does not have to. 

Despite this busy year (and by busy I simply mean that my plate is full to brimming with the main course--my writing and teaching--as well as side dishes with family issues and other stuff demanding time), my business is growing. I have been asked to teach new classes. The first is a self-publishing class through an evening community education program. Now, other locations are requesting something similar. I've also taken on extra workshops during this part of the year (when I usually wait to offer these January through April). But, members were requesting my workshops. 

Also,  few good things have been happening with my writing and I've decided to launch a companion site to help people overcome writing challenges. One thing I emphasize with my students--of all ages is that writing does not need to be painful! So, that's the focus of this new site, called Lisa Wroble, Word Coach. It will launch soon through Weebly but until it does, you can find out more at www.word-coach.info

So, though I haven't been here much, I have not given up or fallen in the wake of the publishing industry confusion and economic adversity. I will be posting again soon, so watch this space. 

Winds of Change Blowing

Southern Florida is getting ready for TS Issac. Since I've just emerged from an intense summer that has left me working hard to carve out writing time, the last thing I wanted to deal with was battening down and preparing for severe winds and rain at the least and a full-blown gale at worst.

I haven't posted much since spring because I promised myself I'd devote this blog to writing. But, I did learn some things out of this experience that I do feel are writing-related. It helped me put a positive spin on my personal life, so I can continue generating energy toward my writing. (I'm making baby steps, but at least I'm making regular progress!)

First, as I battled all the items in my storage closet, trying to make room for some of the lanai furniture, I realized the struggles I've been plowing through are much like the trials and conflict characters face in a good story. Who wants to read about a character who gets everything she wants? I do believe that the struggles make reaching a goal more satisfying. 

Second, since I couldn't fit everything from the lanai in storage, I had to move the larger furniture and plants inside. That meant indoor furniture to make room for the outdoor furniture. Now I had to clean, too, and wipe down all the outdoor furniture before bringing it in. So, in the end, things are cleaner just because I gave attention to areas I've been too busy to attend to. (And, the empty lanai was swept and cleaned and will need the same again once the storm blows through.) Also, since I was cleaning and rearranging, I continued that energy into my office to see what I can move around for more space and efficiency. 

Finally, during the numerous trips to the store to buy supplies, fight with the crowds of panicking people, and acknowledge the sense of urgency everyone seemed to be feeling, I decided to tack on a few "errands" that would give me a feeling of doing something for my writing. I mailed copies of my book, Food for a Greener Planet: What You Can Do, to a reading association award program, submitted the opening of one of my novels to  a literary contest, and ordered promo materials for my latest book, Dealing with Stress. 

I'm determined that all these "life issues" will not get in the way of my goals. The baby steps are paying off. The winds of change are blowing, and not just from this tropical storm/possible hurricane. I feel this storm is (and will continue) helping me "clean out" and make changes. 

To all affected by Issac, may you stay safe and weather the storm! 

Too Busy Writing: Seeking Balance

Sorry, I haven't posted sooner. I know it's been a while. Too long in fact. But, I been so busy writing. Well, teaching and freelancing anyway. Those who know me know that I balance my time between teaching and writing, and between work with younger readers and adult learners. The adult learners are participants in writing workshops I offer locally (though I am taking a few of these workshops online soon).

Though summers are usually my time to write more and teach less since the seasonal folks have headed north to cooler summer temps, this year is unusual. Not only was I asked to teach at the local college for both summer semesters, but two of the venues I offer workshops for asked me to add a class. And they filled, which is unusual for summer. I don't mind because this is all a change of pace. I thrive and draw both ideas and energy from shifting up my scheduling. 

Enter a new issue: time for my own projects is limited, especially when I get through the hectic scheduling of season by promising myself time to work on my writing projects. I also took on a huge (as in equivalent to a large advance) client project. So, for a few weeks I was edging toward burn-out and wondering why I had agreed to any of it.

 Now that I've had a little time to re-balance, re-organize (mostly my office), and re-charge I'm ready to move forward again. As long as I keep my "life wheel" balanced between the teaching and the writing, between my projects and client projects, and between work with or for younger readers and adults, I seem to have the energy I need to make and meet my goals. 

Think about what demands are placed on your time. Is it balanced? If not, what do you need to do to put all those demands in equal portions? You will find yourself with a little more time for your writing and a lot more energy. Happy writing!

Writing Discpline

Discipline is a big part of working as a professional writer. It's important to focus on the task at hand, but I may take a short break to play with new ideas if I hit a lag and need to get the creative juices flowing. After my deadline is met, however, I will have plenty of ideas waiting. How do I decide which to pursue next? I consider two things: exhilaration and marketing. With which of these ideas am I most intrigued? Which will maintain my interest during all the stages of writing–including repeatedly revising and polishing? Once I've selected the three most promising, I'll consider markets. This is especially important for nonfiction. If it won't sell, why spend the time  working on it? Of course, trends change and an idea that may not interest an editor today may interest him in 2-3 months or 2-3 years.

Corralling Ideas

When I was a 100 percent “newbie” writer, I actually worried that I’d only have one idea to write about. I was actually reluctant to send out my first MS for fear that I wouldn’t know what to work on next. This very thought is ludicrous to me now; once I became aware of all the potential ideas surrounding me, I quickly filled up an 18-inch index card file box! 

The same will happen for you. If you’ve followed suggestions in previous posts, ideas should soon arrive fast and furious. When they threaten to trample you, corral ‘em up in a file or notebook. I often think of ideas while I'm working on deadline projects. Something about the pressure to complete one task temps me with others. Rather than allow new ideas to entice me away from the current project, I'll jot them down to pursue later.  If I'm on the computer, I switch to a new document and make bullet points or brief summaries along with notes on potential markets and research possibilities (if it's nonfiction). If I'm not at the computer I'll use my journal to record ideas (and often go into more detail) or jot the ideas on scrap paper or an index card to develop later.

Make Your Clay

Earlier this week I finally had a chance to catch up with a dear friend. We went for a walk on the beach and talked about writing. Since she has taken my writing classes in the past (that’s actually how I met her), she reminded me about something I tell my students at all levels: "make your clay and then worry about details later."

What do I mean by this? A writer’s draft is the medium of our craft which we shape and refine during revision. The real work of writing comes during revision. As writers we need to make our clay, meaning getting the words out of our heads and onto paper where we can then work and rework those words into a finished manuscript. If we were painters, we would have brushes, paints, palette, and paper or canvas to use to create our work. If we were potters, we would begin with a lump of clay and mold, shape, and work in details.

Writers, too, need something to work with--something to shape, trim away excess, add in detail, refine and illuminate. So I encourage all my writers to finish (or nearly finish) a draft before they focus on revising. Why? It’s easier to trim away the excess and add in details, develop a character, refine a plot line, and so on, if you have your basic three-part structure in place. It’s not set in stone. Word processing programs make it (thankfully) easy to move, cut, and add (and return to a previous version if necessary). But, once the words are in black type on white paper or screen, it gives the writer something to see and work with, much like the clay used by potters and sculptors.

Having something concrete to shape takes away the tension of revision for newer writers. Viewing the draft as something that includes debris or flaws to pick out takes the pressure off of creating a "perfect" first draft. The key word is "first," since many writers create multiple "drafts" before a polished piece is sent to an editor. Incidentally, the editor then refers to that much-revision MS as the “first draft,” since it is his or her first go-round in editing it.

Blending Details

These two exercises require you to use details from your journal and spring-board to a new idea. You'll blend the real and the imaginary to create a story.

Exercise 1:
Find a favorite magazine. Select an ad that inspires you. Find another ad or photo of a person.
Write about that person in the setting or situation from the first ad. What happens? Is there a problem? How is it resolved?

Exercise 2:
1)   Select three ads or photos from magazines that show both people and inspiring settings.
2)   Write down a focus point or question. For example, a decision you need to make, a problem you need to solve, a subject you're interested in learning more about, or a recent complaint.
3)   Select one of the magazine photos and write about your focus point from the viewpoint of the person in the photograph. Use appropriate language/vocabulary if this person is a child or teen.

Wanted: The ‘Perfect' Journal

Any notebook will do for your writer's journal. You can use a spiral notebook or composition book from the school supplies section a t your favorite store or visit the bookstore for a selection of blank books. The variety is impressive, from lined or unlined sheets to various sizes (and shapes). The important thing is that you feel comfortable with the book so you'll enjoy writing in it often.

You might even prefer to use your computer to journal. Many of my writing friends insist this is the best method because of the "search and find" features on most word processing programs. I prefer a portable, handwritten journal. If this is your choice, too, choose a writing instrument with as much care as the journal itself. Do you want to hear the scratching of a pencil or marker on the page or feel the glide of a gel-ink or fountain pen? I like the feel of smooth, thicker paper and the fast, flowing ink of a Roller Ball. But, I also prefer different colors to help me designate different days at a glance. The choice is yours.

Whichever method you choose, be sure to keep the first few pages blank. Record favorite writing exercises or prompts on those opening pages. You'll be able to quickly find writing prompts whenever you want to write during unexpected spare time. Each time you complete an exercise, you'll gain something more from it. Draw from these completed exercises, just as you'll glean from experiences in each journal entry in developing writing ideas.