THE LAST FIFTH GRADE OF EMERSON ELEMENTARY

THE LAST FIFTH GRADE OF EMERSON ELEMENTARY
April 12, 2016
Showing posts with label 5 questions for the author. Show all posts
Showing posts with label 5 questions for the author. Show all posts

Monday, March 31, 2014

5 Questions for Margarita Engle

Writerly Friends, I am counting the hours until April 1. National Poetry Month begins tomorrow. All month, we will be talking about "Source Poems," pieces of writing that we carry with us, or that shift or thinking in a significant way.

I can think of no better lead-in to our month of guest bloggers on this topic than a conversation with Margarita Engle.

Margarita is an award-winning author of twelve books for children. Many of these are works of historical fiction, written in verse. Margarita's great source is the history of the Caribbean Island and Central America. Her website is: www.margaritaengle.com

Last week saw the publication of Margarita's latest middle grade novel, Silver People. Silver People covers ten years in the Serpent Cut, where laborers from around the Caribbean and Americas constructed the Panama Canal.

Buy it at Petunia's Place independent bookstore.
I knew little about this period in U. S. and Pan-American history. Silver People has significantly shifted my thinking about the Panama Canal, which celebrates its centennial this August.

Five Questions for Margarita Engle

Author Amok: How did you conduct your research, finding such pockets in the story of the Panama Canal as the ocean voyage that brought job-seeking islanders to the work site and the use of child labor? (Mateo, your protagonist, is a fourteen-year-old Cuban--too young to work--but the man in charge “believes” Mateo’s lie that he is Spanish and 20.)

Margarita Engle: It was really difficult to narrow the characters down to just a few, because research revealed such a vast wealth of information, and unlike so many other historical topics, even a vast wealth of first person diaries, interviews, and memoirs.  I wanted to speak in the voices of several countries, so I chose the Cuban voice of Mateo, because Cuba is so familiar to me.  Since Jamaica was one of the largest groups of laborers, and it’s so close to Cuba, I included Henry.  I was fascinated by the image of Mateo and Henry never meeting until they leave their own islands.  The local girl [Anita] and the Puerto Rican naturalist [Augusto] are voices that I could hear very easily, but when I tried to add a Spanish anarchist, it got too complex.  Portraying the politics of Europe was just too much.  I had to leave some aspects of this enormous story for other authors to tell.  I hope that the Canal’s 2014 centennial will stimulate an interest in various stories told from unique points of view.  I can’t wait to read something written by a Panamanian, a Jamaican, a Barbadian, a Spaniard…

Thousands of lives were lost during the canal's construction.
Silver People describes a mudslide that buries the laborers alive.
Source: Fine Art America
Amok: Racism and segregation are a big part of the Panama Canal’s story. There is a scene in a hospital when a newly arrived American welfare worker says:

As soon as Americans arrive in Panama
Even northerners begin to act
Like southerners

I take that to mean racial segregation was an accepted way of life at the work site. In fact, the title Silver People refers to dark-skinned workers being paid in silver, while light-skinned Europeans and Americans were paid in gold. Would you speak about some of the racial and economic disparities you write about it your book? How were you able to communicate this struggle through your characters?

Engle: So many of the American engineers, steam shovel drivers, and their families had never been to the tropics.  They were stunned by the heat, mud, malaria, and yellow fever.  Hearing unfamiliar languages, and seeing so many people from so many countries, many of them wrote diaries and letters that were blatantly racist.  Maybe they would have been the same way at home, if there had been a racially mixed population in Iowa or Kansas. Tragically, the U.S. government’s official policies made racism seem acceptable.  The Silver-Gold payroll system was sheer, undisguised apartheid.  The one shocking image that was most vivid to me was not housing or payday, but lunchtime.  Americans ate in comfortable dining tents with tablecloths.  Spaniards sat on the railroad tracks.  Jamaicans had to stand up.  I read an excerpt from an African-American preacher’s diary.  He said the segregation he’d seen in Panama was far more extreme than Jim Crow in the southern U.S.

Much of the digging was done by hand.
Source: 6 Stories from the 7 Continents
Amok: Early on in the book, Mateo talks about missing Cuba and the home he was so eager to leave. I thought this was a nice moment of self-awareness. As a children’s author, how do you show a young character’s increasing self-awareness over the course of a novel? Does using a historical event as your setting make writing Mateo’s coming-of-age story (we see him grow from fourteen to twenty-four in Silver People) easier or more difficult?

Engle: It was extremely difficult to age a character that much in the space of just a couple of hundred pages of free verse, but that’s how long the height of the U.S. canal-digging effort lasted.  I wanted him to witness the start, and the end. 

A crew of West Indian "Powder Men" transporting 50 lb. boxes of dynamite on their heads.
Silver men carrying dynamite.
Source: The Silver People Heritage
Amok: Silver People has an ensemble cast. In addition to Mateo, we meet several historical figures, as well as Mateo’s friends: Anita, a local orphan who is raised by an island woman and is her apprentice herbalist; Henry, a Jamaican who is angry about the injustices workers are experiencing; Augusto, the visiting naturalist who takes Mateo as his apprentice. Several times, the book steps away from its human cast. We hear poems in the voices of howler monkeys, poison dark frogs, even Panama’s trees. What made you decide to include the voices of the forest in your book?

Engle: I wanted this book to be my personal love letter to tropical rain forests.  The Panama Canal was the first engineering project of its size, the first to destroy an immense tract of wilderness.  I wanted to see it from many points of view, including the forest itself, and all the creatures that depend on trees.  Perhaps this occurred to me partly because I was trained as a scientist, and I’ve always loved to explore.  Some of my plant collecting trips, when I still worked as a botanist and agronomist, were in central America, where I encountered descendants of silver people who were kind to me.  [from Wikipedia: “Agronomy is the science and technology of producing and using plants for food, fuel, fiber, and land reclamation. Agronomy encompasses work in the areas of plant genetics, plant physiology, meteorology, and soil science.”] They lived in remote jungles, completely dependent on local resources.  All over the world, rain forests are now being destroyed at a frightening rate.  I hope young people who read Silver People will want to become protectors of the plants and animals who speak to them from those pages.

Howler monkeys
Source: The Guardian
Amok: The Panama Canal is considered, by some, to be the eighth wonder of the world. Yet tens of thousands of lives were lost in the effort and—as we have seen—working conditions for most were deplorable. Why do you think this is an important story to share with young readers? How did you balance the darkness of the canal’s history with a sense of hope for Mateo and his friends?


Engle: I’m surprised that so many adults who go on luxury cruises through the Panama Canal have no concept of the history.  They’ve seen the famous photo of Teddy Roosevelt posed on a steam shovel, wearing a “Panama” hat that was actually made in Ecuador, but they don’t know that most of the real work was done by Caribbean islanders with shovels.  Neither do the teenagers who order all sorts of “stuff” online, never realizing that before being “shipped overnight,” all that stuff had to be moved slowly, on a container ship from Asia, through the Panama Canal.  Globalization began in 1914, not with the invention of the Internet.  August, 2014 is the centennial.  I hope the laborers whose contribution was not acknowledged during the 1915 Panama Pacific Exposition, will finally be honored now, through this story.  I know that sounds like an enormous goal for one book, but it was an enormous historical event.

I loved how you made this big story personal in the form of Mateo, his growing relationship with Anita, and how he finds a hodge-podge family in Henry and Augusto. By the end of the novel, we've seen Mateo survive the physical and emotional horrors of digging the canal. He has matured into an intelligent, caring young man who shares his love of the natural world with Anita, his new bride.

Migration of Blue Morpho butterflies.
If you're like me, you'll finish Silver People wanting to learn more about the Panama Canal. Check out PBS's "Then & Now: The Panama Canal" on The American Experience.

You might also like Margarita's other novels in verse. One of my favorites is The Lightning Dreamer: Cuba's Greatest Abolitionist.

Thanks for sharing your
books with us, Margarita!
Margarita Engle is the Cuban-American author of The Surrender Tree, which received the first Newbery Honor ever awarded to a Latino/a.  Her young adult verse novels have also received multiple Pura Belpré Awards and Honors, as well as three Américas Awards, the Claudia Lewis Poetry Award, a Lee Bennett Hopkins Honor, and the Jane Addams Peace Award, among others.

Margarita’s newest verse novel is Silver People, Voices From the Panama Canal.
Books for younger children include Mountain Dog, Summer Birds, When You Wander, and Tiny Rabbit’s Big Wish.

Margarita lives in central California, where she enjoys hiding in the forest to help train her husband’s wilderness search and rescue dogs. www.margaritaengle.com

Thursday, January 30, 2014

Poetry Friday: Meet a World Class Poet

Writerly Friends and Poetry Friday followers, I have a HUGE treat for you. It involves a wonderful poet, a book that will break your heart, and a giveaway!

Meet my friend, J. C. Elkin.

After you say "hi" to Jane, visit with
the rest of the Poetry Friday party guests
at the Miss Rumphius Effect.
Tricia is hosting this week's blog roll.
Jane is a poet. Like many of us in the Poetry Friday community, she is also an educator. Jane teaches adult ESL students here in Maryland.

This is the melting pot she explores in her new book, World Class: Poems Inspired by the ESL Classroom. It's a fascinating, poetic look at the lives, stories, and struggles of one adult ESL community.

Jane is stopping by to talk about her book today. I know it will appeal to many of you who work in the classroom. World Class goes on sale tomorrow, 2/1, so happy book birthday, Jane! If you'd like to win a copy of World Class, leave a comment.

Buy the book at Amazon.
5 Questions for J. C. Elkin


Author Amok: The double entendre of the title is very apt. The world of the adult ESL classroom is one that most people don't see. Could you talk about what it is like to create a sense of community in a group where languages and cultures are so varied?

J. C. Elkin: First, I have a rule that people who speak the same language cannot sit together. That forces students to develop friendships outside of their normal sphere. After that, our sense of community just develops from our shared humanity. Everyone has stories: the luckiest thing that ever happened to them, their favorite foods, bad coworkers, getting lost… These are the kinds of topics that crop up on a daily basis in our readings and conversations. It’s like an extended cocktail party with notebooks – minus the alcohol. Rarely have I experienced cultural insensitivity or animosity between the students.

Amok: In the introduction, you mention "accentual verse." Would you explain what that is and why it was a good fit for these poems?

Elkin: Accentual verse is poetry with a fixed number of stressed syllables in each line, and it’s as old as oral tradition – from Beowulf to Mother Goose to Rap, (though it doesn’t need to rhyme.) Take the poem “Adios Fernan,” for example. I’ve rewritten it here with capitals to represent the strong syllables of each line, and you can see how the speech falls into a steady beat, like a walking gait:

FerNAN wears his CAP Gangsta-STYLE.
TALL and STRONG and PROUD
and MUCH less SURE than he LOOKS.
He STAYS after CLASS with QUEStions,
TOO shy to ASK in CLASS.

It was an apt fit for this collection because I focus so much in class on the stress patterns in our language. Some students need to be taught to hear and repeat intonation and stress patterns because it is absent in their native tongues. Others, who speak Romance Languages, may place the stress on the wrong syllable, modeling their pronunciation on a similar word from their native tongue.

Also, as a singer, I naturally fall into rhythmic patterns when I write, so I decided to go with it, as I would in class.

Like the United Nations, students in Jane's ESL
class must learn to communicate with one another.

Amok: I like that you addressed people who might say your students "should speak our language or just go back home" in the poem "World Class." How do you help your students cope with such push-back?

Elkin: I encourage them to use their limited English because it not only sharpens their skills but also demonstrates their desire to fit in American society. That’s something most people respect.

Having lived abroad and felt the arrows of linguistic snobbery myself, I can vouch for the fact that there are nice people and insensitive people in every culture. Those who would denigrate a foreigner’s earnest efforts to communicate in a second language display their own lack of empathy and (often) monolingualism.

One student told me how his American-educated coworker insisted he was mispronouncing a certain word, so I checked by having him spell the word for me and repeat both pronunciations. He has an exceptionally good ear for pronunciation, and he was in fact right and she was wrong.

He asked why his coworker was always doing this, looking for opportunities to point out his short-comings and insisting she was right because she was born here.
           
“Some people,” I said, “just have to feel smarter than someone in the room.” The whole class laughed with recognition.

Amok: Do you use poetry in your ESL classroom? How and why? How do your students react to poetry?

Elkin: My students are at the basic level of English acquisition, rather like the base layer of meat in a club sandwich, so imagistic or ambiguous poetry is beyond their grasp. Sometimes, though, I teach them simple childhood chants such as Rain, Rain Go Away, and they like to read the lyrics to popular songs on YouTube. Because they’ve already encountered the words so many times in the real world, they can focus on vocabulary and grammatical structures.

Amok: There are so many stories in World Class of students who touched you. Why did you decide to turn these stories into a book of poems? What do you hope readers will take away from these stories, and from your experiences?

Elkin: The collection began with two stories that haunted me for months before I was able to write them: “Young Means Forever Unchanging” about a seemingly hopeless student who demonstrated progress in a most poetic fashion, and “Adios Fernan,” about a student whose unexpected departure saddened and worried me. Once I told their stories, the others came pouring out as if I’d opened a faucet, and I realized I had created a profile of a unique segment of American society that we all need to understand.

The immigration story that is as old as our country continues today. It just wears different garments. Even if I never publish another word, if I can help 1,000 readers to appreciate the immigrant population and their shared human condition, I will consider my writing career a success. 

Thanks to Jane and her publisher, Baltimore's Apprentice House, for giving me permission to share "Adios, Fernan" today.

Adios Fernan
by J. C. Elkin

Fernan wears his cap Gangsta-style.
Tall and strong and proud
and much less sure than he looks.
He stays after class with questions,
too shy to ask in class.

A waiter who can’t take orders,
he thrusts his notebook at me.
“What drinks you want? You write.”
It’s more command than request
but his smile is pure gratitude.

One day he stays to tell me
he must go bury his mom.
Home to El Meximala.
Who knows when he’ll return –
if he ever returns.
I don’t know if he’s legal.

I picture him sprinting at night
trying to cross the border.
Mentally cheer him on,
though once I’d have been livid.
When did I change my mind?

Vaya con Dios, my friend.
Your seat is empty today
but will be filled tomorrow
with another young dreamer.
The wait-list is long as the fence.

Jane Elkin is the founder and facilitator of The Broadneck Writers’ Workshop, as well as a theater critic and essayist for the Bay Weekly. Her prose and poetry have appeared in such journals as Kestrel, Kansas City Voices, Off the Coast and Ducts, and she has won awards with the Maryland Writers’ Association, Poetry Matters, and the Poetry Society of New Hampshire. A self-proclaimed Renaissance Woman, she works as a language teacher, singer, and handwriting analyst. 

Jane has a hot-off-the-presses copy of World Class for one lucky reader. Leave a comment on this post, and you will be in a drawing to win the book. I'll announce winners on Monday.

If you don't win, help support the student run press Apprentice House by purchasing World Class through their website after 2/1: www.ApprenticeHouse.com. Want to know more about the nation's only publishing house run  entirely by students? Of course you do! Go here to get the scoop.

Thanks for visiting, Jane! Congratulations on World Class
J. C. Elkin featured at Bay Weekly online.

Thursday, December 12, 2013

5 Questions for Kelly Bingham (Part 1)

Writerly Friends, the holidays are a time of delicious treats. Last week it was my favorite cookie recipe. This week's Author Amok treat is not edible. But it will fill you up with writerly goodness.

Kelly Bingham is visiting today and tomorrow!


Kelly's website is here.
Kelly Bingham has been a storyboard artist, story supervisor, and director and is now a writer. Shark Girl, her first novel, was named a Best Book for Young Adults by the American Library Association. Its sequel is Formerly Shark Girl. Kelly is a graduate of the Vermont College of Fine Arts MFA program.

If you haven't read Kelly's Shark Girl novels -- which are YA and *in verse* -- make sure both books are on your "gifts to self" list. Because you have been so nice.

This year, Kelly ventured into picture books and oh my gosh, she knocked it out of the park with Z is for Moose

I heard about Z is for Moose at my local SCBWI conference last March. Illustrator Paul O. Zelinsky gave a talk about creating the art for Kelly's manuscript. This hilarious twist on ABC books charmed me, but I was also impressed with Zelinsky's attention to detail as he worked on the book. Even the page borders went through draft after draft until it was perfect.

Here's the book trailer, with Kelly and Paul.



I rushed to the conference book sales to buy a copy for every child under seven in my family, but everyone else had the same idea. Z is for Moose was sold out.

When I attended SCBWI Eastern PA's Critique Fest this fall, I was so excited to see Kelly's name on the faculty list. I loved her YA verse novel Shark Girl -- about a gifted teen artist who loses her arm in a shark attack -- for its depth of characterization. And then, I was lucky enough to earn a critique with Kelly.

Of course, I snagged this brilliant lady -- along with several copies of Z is for Moose -- immediately. And here she is! At Author Amok!

Please welcome author Kelly Bingham.


5 Questions for Kelly Bingham

Amok: I have heard that verse novels are a good fit for the teen voice. Why do you think that might be true? Was Shark Girl written in verse from the outset? If not, what prompted you to switch from prose to poetry as a way to tell Jane's story?

Bingham: I think poetry novels are a good fit for most people, teens or not. There is something inviting about the poetry novel form. You jump right in and off you go. There are not a lot of barriers between the reader and the main character, so you tend to step right into a main character's shoes, and action usually clips right along. Poetry novels also often deal with emotionally heavy subjects, and the brevity of each constructed scene can keep you from growing bored. Most people like that, I think. I have heard many people say, after reading a particularly good poetry novel, "I don't normally like poetry or poetry novels, but this one was good." I think they are responding to the intimate, unique form that poetry lends to storytelling.

Having said that, I never set out to write a poetry novel with Shark Girl. I was not familiar with the format except for having read Karen Hesse's Out of the Dust. I began writing Shark Girl as a prose novel.

But I struggled with it a long time. I could not get the story off the ground or find Jane's voice.

Then, while i was studying at Vermont College, we had a whole weekend devoted ot YA poetry novels. I read a lot, listened to a lot of lectures, and became intrigued. At that point, a friend said, "Why don't you try writing your book as a poetry novel?"

When he said that, something instantly clicked. At home, the words poured out onto the page and I began to find character and story.

Eventually, I had to slow down, back up, and actually learn HOW to write poetry, since I knew nothing about it. I spent a long time working with my instructors, studying and practicing poetry. I worried that I would not write my book as well as I wanted because I didn't have years and year of poetry writing under my belt.

My instructors were hugely helpful, and in time (nearly three years) I completed the book! And now I can't imagine Shark Girl in any other way but as a poetry novel!




Amok: Shark Girl has such a clear trajectory and timeline -- the  shark attack, then Jane's recovery.  How did you plan a narrative arc for the sequel, Formerly Shark Girl?

Bingham: That was a tough one, because there was no obvious, heavily emotion-driven event, like there was in the first book.

The entire reason I decided to write the sequel was because so many readers wrote to me, asking for one. The number one question everyone had was, "Does Jane choose nursing or art?" (In the first book, Jane ended her story by toying with both options [for college and career]).

So I set out to write the sequel with the goal of answering that question, along with the handful of other questions that popped up over and over in my notes from readers. 

"Does Jane go back to the ocean?"

"Does she swim again?"

"Does she ever see Max again?"

But how do you make that compelling? A 17-year-old girl trying to decide what to study in college doesn't naturally make for gripping reading. That's what I had the hardest time with: just getting started, figuring out how to make the story absorbing, interesting, and how to create suspense.




I don't know exactly how to describe how I figured out my dramatic arc. I will say there was a ton of trial and error. In the end, I decided the arc would work best if I had more than one storyline unraveling as the book progressed, that I needed to keep the focus simple and true -- not contrived and dramatically demanding -- and that if we cared enough about the honest, sincere way Jane approached the confusing milestones and decisions in her life, then we'd be engaged. I reminded myself I was writing this book for the readers who wrote to me. They cared about Jane. I would trust them to keep caring about her long enough to see how she struggled her way through the continuing challenges of moving forward after  her life-changing shark attack.

I decided that tension might be aided by continuously touching back and forth between the developing storylines, and leaving the resolution to all the storylines until the very end, having them all wrap up at the same time in their own, domino-effect way. I wanted the reader to keep guessing on everything right up til the end.

So I have a storyline where Jane is trying to decide what do do after she graduates, which path to follow. She explores both options by attending lots of medical classes, and also by taking extra art sessions after school, always pushing herself to learn and grow in each area.

I also have a storyline with Jane's first romance, a boy in school she has mixed feelings about. Then along comes a boy she has definite feelings for, but is he interest in her or just being nice?

Max is a totally hot swimmer with irresistible curls, kind of like a teenage
Ryan Lochte. But he has problems of his own.
I also put some time inter her relationship with Justin [a younger brother figure Jane met in Shark Girl, while both are rehabbing in the hospital], and have the two characters paint a long, involved mural in Justin's bedroom. Each time we check back in on that thread, the mural advances a little, and in each mural scene, something happens that deepens the relationship those two characters have.

Once I got all those threads ironed out and rolling along, I spent time at my bulletin board, making sure that parts of the story didn't sag or balloon out of proportion or get short-changed. My "bulletin board" is a big board where I pin up a tiny summary of every scene I've drafted so far, in order. I have a ridiculously complicated system of color coding my tiny slips of paper so that they each match a particular storyline. So, at any given time, I can study my board and realize that the "blue" storyline (Jane and Justin's mural painting progress, for example) has too many scenes compared to everything else. Or maybe the "pink" storyline (the love story) has too few scenes, too much length between checkpoints, and those checkpoints need to be closer together.

When I'm in the final stages of drafting, I use my bulletin board as reference to hone tighter and tighter, until all the story threads have the amount of time needed to fully arc and resolve, and that all the threads are successfully woven together in a smooth way.

Would it be quicker to outline the story before I begin writing? Of course. But I am unable to work that way and, believe me, I've tried. I discover my story as I write. I never know the ending until I get that! The rewards are the fun in watching the story unfold before my eyes. The non-fun part is all the time and effort spent spinning my wheels on plotlines and characters that ultimately get cut. [Hmm. Sounds familiar. Reader, have you been following Author Amok's Kill Your Darlings series?]

So: A lot of thought. A lot of preliminary, loose note-taking, exploration, decision-making, months and months of drafting, and finally a crazy, messy, jumbled up bulletin board of colored paper that changes and changes and changes as I draft. That's how I do it.

Author Amok approves of Kelly's method.
Here is my "planning island" for an issue
of Little Patuxent Review.
If anyone comments on this interview, I'd love to hear how THEY do it. I'm always interested in hearing other author's processes!

Kelly, thank you so much for these insightful answers.

Writerly friends, Kelly will be back for Poetry Friday. We'll talk more about Shark Girl, discuss Z is for Moose, and get Kelly's advice for would-be picture book authors.