Building an Online Presence for Writers: Outline for the Book

We are preparing to move and in some ways are inadequately prepared, while in others we are more than ahead. I hadn’t unpacked a good couple of dozen boxes from the study, so those can pretty much just go straight back out (this time we’re hiring movers rather than doing it ourselves).

It’s weird prepping to move again, to hope that this time we’ll manage to achieve escape velocity. We’ve got a renter for this place, and a year’s lease on the new one, so we’ll see. Today I’ll go through cupboards, try to sort out some stuff to pitch rather than take with us, take advantage of the opportunity to declutter and cull some old and faded spices, discard dingy rags, ditch old magazines, etc.

I have tried not to overburden us in preparation, to jettison instead, but there will be some things we’ll need to pick up once there: an ironing board and iron, a table for the sewing machine, a second bath mat, more towels, etc. Instead I’ve been mostly picking up bits for a Halloween costume this year; trying to do something worthy of a SFWA president. I did also breakdown and buy the sourdough its own crock, but that was because Value Village was having 50 percent off day.

I finished one collaboration last week and am picking away at finishing up a bespoke story right now, then more on the novel, because I am so ready for that to be done. I’m also working on the updated Creating an Online Presence for Writers as well as adapting the Character Building and Editing 101 classes for the Fedora platform to go with the shiny new on-demand version of Literary techniques for Genre Writers.

If you don’t know about DonorsChoose, it’s a great program that lets you support individual classroom projects. I sponsored one in honor of my aunt Nona. Here’s the lovely thank you note I just got.

Dear Cat Rambo,

Thank you so much for your donation to my classroom. Having copies of Persepolis: The Story Of A Childhood has had a dramatic impact on my students as they finish their eighth grade year.

When the students received copies of a book that they were actually interested in, they felt like they were the ones in charge of their learning experience. The decision to design a unit around Persepolis was student driven. Earlier this year I noticed that students were coming to class regularly asking questions about the Middle East and Islam. In student interest surveys, the class overwhelmingly expressed a desire to learn more about these topics. So when students got copies of Persepolis, they felt as if their voices were being heard. When I started the unit, I noticed a big increase in student engagement. “I felt lucky!” Eighth grader De’jean Williams said when the class received the books. “Adults hardly ever listen to us- it’s nice when they finally do.”

The Persepolis books have provided students with a window into life in the Middle East. Students are beginning to understand the complexity of the forces shaping the region. They are deeply engaging with questions about the role of government, culture and religion influencing a society. Middle school is the time when students are first beginning to shape their world-view. Reading Persepolis is helping students in this process. As the United States gets more and more involved in the region, I am so glad that my students understanding of the region is growing.

Thanks again for your generous donation! You are truly making a difference in the lives of young people!!

With gratitude,
Ms. Founds

Want to see students reading diverse, interesting, informative reading that features protagonists like them? Find programs doing just that and help them.