When I began these stories, I set out to be a kindhearted Pied Piper, choosing storytelling as a way of inviting students down a path toward the art and craft of writing.
I also wanted to help them realize how important good writing will be when they enter the workplace—especially if they choose a white-collar world where they will have to write appraisals, proposals, analyses, descriptions, recommendations, letters, reports and, of course, the inevitable emails. Students-turned-adults will not be expected to write like professionals, of course, but they will be expected to write with clarity and purpose.
In Part 1, The Big Issues, students will meet our adventurous duo, James and Jessica Davis, as they learn the key elements of planning. Too often we don't think planning is necessary; we just start writing without thinking and end up in a cloud of confusion. Although a lot of people think planning is a waste of time, it actually helps them find the words they want—and more quickly.
Once students have a plan, they can start to write. That's what Part 2, The Tools Issue, is all about. To write well, we need to learn the tools, the mechanics. Students will get plenty of practice creating examples and answers the way our lead characters do, but I doubt they will have the help of Dr. Sidney Slicer or a hip-hop robot. Yes, students will meet these oddballs inside, along with a bunch of other kooky characters like Ludwig von Mayonaze, the world's greatest guru.
Please keep in mind that I did not write this book to compete with textbooks. I wrote it for students—no matter whether they're in the fifth, sixth, seventh, or eighth grade. I also wrote it for teachers who are looking for new and creative ways to help students learn to write. I realize students have to meet standards of one kind or another; that's where textbooks can help. But I also believe teachers first want to help students learn to write using the kind of universal techniques in this book--and have fun doing it.
One energetic student, Makayla, suggested that most of the stories could be adapted to short plays or skits that students can act out in the classroom. After all, this book is all about characters, dialogue, plots, suspense, humor, and drama. Oh, and writing, too.
I also wanted to help them realize how important good writing will be when they enter the workplace—especially if they choose a white-collar world where they will have to write appraisals, proposals, analyses, descriptions, recommendations, letters, reports and, of course, the inevitable emails. Students-turned-adults will not be expected to write like professionals, of course, but they will be expected to write with clarity and purpose.
In Part 1, The Big Issues, students will meet our adventurous duo, James and Jessica Davis, as they learn the key elements of planning. Too often we don't think planning is necessary; we just start writing without thinking and end up in a cloud of confusion. Although a lot of people think planning is a waste of time, it actually helps them find the words they want—and more quickly.
Once students have a plan, they can start to write. That's what Part 2, The Tools Issue, is all about. To write well, we need to learn the tools, the mechanics. Students will get plenty of practice creating examples and answers the way our lead characters do, but I doubt they will have the help of Dr. Sidney Slicer or a hip-hop robot. Yes, students will meet these oddballs inside, along with a bunch of other kooky characters like Ludwig von Mayonaze, the world's greatest guru.
Please keep in mind that I did not write this book to compete with textbooks. I wrote it for students—no matter whether they're in the fifth, sixth, seventh, or eighth grade. I also wrote it for teachers who are looking for new and creative ways to help students learn to write. I realize students have to meet standards of one kind or another; that's where textbooks can help. But I also believe teachers first want to help students learn to write using the kind of universal techniques in this book--and have fun doing it.
One energetic student, Makayla, suggested that most of the stories could be adapted to short plays or skits that students can act out in the classroom. After all, this book is all about characters, dialogue, plots, suspense, humor, and drama. Oh, and writing, too.
