Recently in The Nitty Gritty of Children's Writing Category

Rhyming Picture Books

metronome-558419_1920.jpeg

You hear it all the time, "don't write your picture book in rhyme." That's because many writers don't do it well. The story suffers to fit the rhyme; rhyme is forced; rhythm is off; there is no story.

I thought it would be fun to look at the openings of some recent rhymers.


HENSEL AND GRETEL: NINJA CHICKS by Corey Rosen Schwartz and Rebecca J. Gomez

Once upon a menacing time
two chicks knew a fox was at large.
Their Ma had been taken
and Pa was quite shaken
so Hensel and Gretel took charge.

First line does not rhyme, 2nd and 5th rhyme and 3rd and 4th rhyme. It sets up a pattern that the reader will expect. The same pattern is on the next spread. There's a fun twist in the old "once up a time" by adding the word "menacing." Again, we see a problem, and it feels humorous, so we expect humor to follow.


SNAPPSY THE ALLIGATOR (DID NOT ASK TO BE IN THIS BOOK) by Julie Falatko

Snappsy the alligator wasn't feeling
like himself.
His feet felt draggy.
His skin felt baggy.
His tail wouldn't swish this way and that.
And, worst of all, his big jaw wouldn't SNAP.

Only two lines actually rhymed. Although the last two were "near rhyme" which some editors will not allow. But look how we see the Snappsy has a problem. Kids relate to not feeling that great. SNAP in all caps sets us up to expect fun language, and of course, there's obvious humor.


A DARK, DARK CAVE by Eric Hoffman

The pale moon glows
as a cold wind blows
through a dark, dark cave.

Those words are split across multiple pages. The pattern of rhyming two lines and ending with a dark, dark cave continues. This sets a mood. The reader is set up for something a bit spooky or mysterious in only 14 words.


In all three of these examples the writers are leaving out what the illustrators can put in.

They also used language that is kidlike. And there is rhythm. But most importantly there is story. Intriguing story. Picture book author Josh Funk says, "Story is most important. Rhyme, frankly, is least. More important, but sometimes less emphasized (pun intended), is Rhythm." For further reading go to Lesson #9 "Rhyming is all about Rhythm" in Josh Funk's Guide to Writing Picture Books.



Preparation and Practice for Public Speaking

practice-615644_1280.jpgLast time I wrote about different ways of presenting:
1. A speech
2. An interview
3. A conversation
4. A reading
5. Show and tell
6. Acting it out

The most important part for any of these methods is preparation, practice, and personalization.

Prepare what you are going to say, how you'll answer questions, the section of your book you'll be reading, what you'll show, what images and/or text you'll use on a PowerPoint, what scenes you'll act out. Whatever you plan to use, preparation is essential.

Here's how I do it:

First, I either write an outline of what I want to talk about or create a PowerPoint which is affectively an outline. This helps me organize my talk/interview/conversation in a logical order. My outline or PP are not full sentences. Instead sections look like this:
DIALOGUE TIPS
• ATTRIBUTIONS - said, asked
• TAG LINES - She gulped her lemonade.
• NO SPEECHES
Or like this:
WHY DO YOU WRITE FOR CHILDREN?
• Age I was first hooked on books
• Limited pov
These are reminders of what I want to say. Not word for word text to read aloud.

However, if I have a quote by someone I want to share, that is written out completely in my notes. E.g. "Use adverbs as if they were rationed." -Juliet Gardiner. If I'm reading from my book, I might make enlarged copies of the pages (or retype them) so they are easier to read aloud.

Make sure your outline includes personal details. Share when/how you learned something, or why you have such and such opinion. People want to get to know you. Why you do something is interesting. What motivated you to write this particular story is interesting. People like what they perceive as secrets--those things that someone reading your book and/or bio won't know. Let them in on some secrets.

Second, I play with my outline until I'm happy with it. If I'm doing a PowerPoint, I build it and add images, etc.

Third, I practice out loud. This is where I discover:
• Things I've left out or should leave out
• Awkward phrasing
• Where I need to pause or hold up a prop
• A better ordering of the subtopics
• Perhaps a better story to tell to illustrate my point
• An approximate "runtime"
During this stage I may make reminders to myself, such as smile, or pass out a handout. Note: even adults can't listen while papers are being passed around, so don't talk during this time. Call them back to attention when ready. During my out loud practice I may realize I'm trying to cover too much for my allotted time. Rarely do I find I have too little.

I make my changes and go over it again. This time I make sure I'm not speaking too fast. And I practice again. And again until I'm not making changes but just rehearsing. It's not memorizing per se, but it's definitely familiarizing. And it means I won't be reading directly from my notes, but glancing down at them or looking at what I've chosen to include on the PowerPoint slide.

If I get the chance, I practice with a small audience. This person (or several people) can point out where he wants to know more, where she was confused, where he thought something was too basic, etc. Even if you receive no feedback from your audience, you'll hear problems. If something was supposed to be funny, did your audience laugh or grin? If not, the humor is not working. Watch for expressions of boredom.

Practicing for an Interview

But how does this fit with an interview? If you ask, an interviewer can give you the questions ahead of time, or at least you'll know what topics will be covered. Prepare answers to the exact or possible questions, such as "What are your favorite books?" or "What's the best part of writing?." Practice those answers until they flow off of your tongue. On the day of, if the interviewer asks a question that stumps you, use some stalling techniques to let yourself come up with an answer. E.g. "That's a good question." "I've never thought about that." Or even "No one has ever asked that before." If you can come up with an answer, well and good, give it. If not, there's no shame in saying something like, "I really don't have an answer for that."

Practicing for Acting it Out

If you are using the "act it out" method, how are you choosing volunteers? A show of hands? The teacher selecting? Award for answering a question first? If you plan ahead, you'll be more comfortable. Will you need/want props for "act it out?" Gather them and put in a handy container. Will you lay them all on a table ahead of time or will you be pulling them you're your container as you go? The latter is often more affective. Write out your instructions ahead of time and practice those as well.

Microphone Handling

Will you be using a mic? If so, practice with a real one if you can. Schools, churches, and other organizations may let you try one. Here are a few basic microphone rules:
• Don't tap a microphone to see if it is on. They usually have a light. Or you can blow across it.
• Speak into the microphone to test it.
• Hold the microphone near your mouth.
• Don't be afraid of the microphone. If the sound is too loud in the room, whoever is controlling the speakers should turn it down versus you pulling the microphone away.
• If you get feedback, make sure you aren't standing in front of the speakers.
• If you get popping, put the microphone below your mouth.
• Don't freak out at the sound of your voice--it only sounds odd to you.
If you can't practice with a real mic, at least hold something that is a similar size to your mouth when practicing. And when you arrive early, test the real mic at your venue.

Making Mistakes

Okay, I've prepared and practiced, but during the actual presentation I'm afraid I'll make mistakes. Of course you will. We all do. Correct the mispronounced word and go on. Don't anguish about it. If you leave something out, you can always say something like, "Oh, and I meant to mention earlier . . ." or "One last thought on the topic of . . .". If you get lost, pause and say, "I'm going to check my notes and make sure I haven't left something out." If you get sidetracked, you can even say "where were we?" and someone will probably answer.

Remember, the audience doesn't expect you to be perfect. What they expect is to be entertained or learn something. People like being in the know and when you tell something personal, they'll enjoy it. Be who you are, be prepared, and practice, and I'm betting it will go well.


Public Speaking Phobia

cartoon-1300891_1280.jpgRecently I've seen a number of writers almost panicking about being asked to speak. I understand. I am an innately shy introvert. As a kid I wouldn't call the library to see if they were open. (Obviously before internet days.) I didn't take debate or go out for drama in high school. At church as an adult I remember reading a portion of a letter in front of the small congregation and afterwards being afraid I wouldn't be able to return to my seat as my knees were shaking so hard.

I think we approach public speaking all wrong. We're all storytellers. Who hasn't been with a group of friends, or at the dinner table, and told a funny story of something that happened that day? Or when someone else tells a story of a kid/pet/work, been able to contribute a story of your own? We share what excites us, amuses us, annoys us all the time.

Think of a funny story right now and tell it! Ack. The pressure's on. I'm writing this and I can't even come up with one! That's because it is a command performance. We think about public speaking as command performances. What if instead we thought of it as talking to friends? A conversation. A conversation with a focused topic.

No one knows your book(s) better than you. You know your process, your struggles, your successes, your mistakes. You know what motivated you to write. Those are things the friends in your prospective audience want to know. Those are things you can share.

"But I hate speeches!" So don't do a speech. There are other options. Here are a few ideas:

  1. Have someone interview you. Ask someone to collect questions from the audience ahead of time. Or create questions yourself. Or find a list of commonly asked author questions on the internet. In either case, take the questions, decide which ones you like and put those on your list. Order the questions in an order that makes sense to you. If there are questions that can be answered with "yes or no" mentally add "why?"
  2. Have a conversation. Ask the group a question or two. Answer too. For example, I started out writing magazine pieces, so when I went into a classroom, I asked, "Do you like to read magazines?" Of course, some of the students said yes or raised their hands. "What magazines do you like to read?" I called on specific kids. I told them magazines I like. Then I told them what I like about reading magazines. I explained the different ways magazines get their stories and articles. I might ask "What's the difference between a story and an article?" A student or two answers. I agree. I tell them what I like to write best. I might show them some of my stories or articles. Read one. I might ask if they've ever gotten a grade they weren't happy about on their writing. I tell them writers get rejections and explain how that feels like a failing grade.
  3. Do a reading from your book or a wip. Follow it up with an interview or Q&A.
  4. Do a show and tell with slides or PowerPoint. You can start with your bio. Students like seeing pictures of you when you were young, where you lived, where you write, your pets, etc. If you did research for your book, show pictures of places you went, stacks of books from the library, people you interviewed. Show them rejections. Read portions from discouraging ones and encouraging ones. Show them a stack of manuscript pages. Show them a critiqued page with writing all over it. Show them an editorial letter.
  5. Act it out. Have you ever acted out a scene from your story or done an action trying to figure out how to write it? Show the audience that process. Encourage them to try writing some action so others know what the action is. Or in a classroom have students act out various actions and see if the others can guess the action. (I've provided actions on strips of paper for kids to choose from.)

Wow, I've gone on much longer than I had intended. So next time, I'll talk about preparation and practice.

Authors in the Classroom

gender-1459661_1280.png"Ackk, I've been asked to do a school visit! What do I talk about?" Often there's some panic or anxiety to the question.

The amazing thing is I've talked about the same topics and done the same writing exercises for a variety of ages for school visits. Yes, of course, the wording or detail is simpler for younger kids than for older kids; the exercises less complicated, but it's the same material.

I like showing my first book to a group of children and asking them, "How long do you think it took since I started writing this book to when it was published?" They'll guess a month. I point up. They guess three months, six months, a year. I keep pointing up. The students are shocked when I finally tell them seven years! I talk about why it takes so long: writing, rewriting, critiques, rewriting, submissions, waiting, rejections, acceptance, contract, editing, time for the cover to be created (or the illustrations to be done), printing. I also tell them, "No, I didn't do the pictures."

I've done the same thing with short stories. Talked about how after I wrote it, I had it critiqued (explaining what that means), rewriting, submissions, editing, time till publication. My first story for Highlights for Children took three years to be in print after I signed the contract! I've told them things my editor said on this short story and how I fixed the problems. In this story's case, it took two rewrites with the editor. Since kids think writing a piece once is good enough teachers love this.

So what can YOU talk about? Here's a list of ideas:

  • What writing the book was like.
  • When you write.
  • Where you write. (I write at home, sometimes in my pajamas, on my laptop. Or at my desktop where I stand. I like meeting other writers to write in coffee shops.)
  • What inspired you to write in general and this specific book in particular.
  • The hardest thing for you to learn about writing.
  • Number of rejections on this book.
  • If you have an agent, what that person does for you.
  • Rewrites and edits.
  • Read various drafts of a paragraph or page so they can see the difference writing makes.
  • Funny writing mistakes you've made.
  • Titling your book.
  • Naming your characters.
  • Why you decided to write from the viewpoint of your main character.
  • Why you included humor, or romance, or facts about science or baseball.
  • How you came up with the personality of your main character.
  • How you chose the setting for your book.
  • The unique factors of your book.
  • The skills of the main character and where you got that knowledge (experience, research, interviews).
  • Plotting your story.
  • Big problems you had writing this particular story. E.g. I couldn't figure out how my main character was going to . . . And then . . .
  • Your favorite part of the book.
  • Read a scene from the book and ask the kids what they think might happen next. (If they haven't read the book.)
  • Q&A - but I strongly recommend having some starter questions that are on the topic you want to discuss or having the teacher work with the kids to prepare questions ahead of time. Kids will go off topic, will make statements instead of asking questions. If they read your book ahead of time, they may have "why" questions.
  • Your education to prepare for writing, if any. Or that you attended lots of conferences and workshops, read books, etc.
  • Money! Tell students how much you earn per book or explain advances and royalties. (They'll often think authors are rich, so you may have to put it in some kind of context.)
  • Ask them about their favorite books or authors and tell them some of yours appropriate for their age level.
  • Book genres.
  • How many copies of your books have sold and what that would look like if they were stacked or laid out end to end.
  • Your book an ebook? Make sure they know what that means. Talk about how those books can be read. Ask if any of them (or their parents) read books electronically. (One safe way to ask some questions is to say, "raise your hand if . . ."
  • What you cut out of your book and why.
  • Why you wrote it in first person or third person or from different viewpoints.
  • Did you go somewhere and do research? Show pictures!

You can also do activities. I like to do an activity related to something I talk about. Some writers mostly do activities. (Remember two things: have kids raise their hands to answer or ask questions, and plan very simple writing for under fourth grade. You can do a lot of the writing on a white board for younger children.)

  • Create samples of poor versus good writing to read. Ask them which they like best. Ask them why they like it better? Talk about those reasons. E.g. They say it is more exciting. You explain about action, suspense, details, etc.
  • Have them draw something from your story.
  • Do a simple story outline as a group. First, decide on a character, then this person's problem, discuss possible solutions, etc.
  • Give a simple scenario about a kid with a problem and have the students write for five minutes as if they were that kid. (Give very specific guidelines.)
  • Explain about the five senses. Ask the kids to write a description of their favorite place using as many senses as they can.
  • Think about activities related directly to your book. Your main character collects words. As a group create a list of interesting words. Your mc makes wishes, each student could write down three of their wishes and share a top wish with the group.
  • Your next book is about a specific age gender who lives in a specific place. Make a group list of what hobbies this kid could have. Does she have older, younger siblings? How many? Does he have pets? What kind? This is showing them the kinds of decisions authors make all the time.
  • Give each student (or small group) a verb or noun and have them come up with more specific verbs or synonyms. Everyone will get to share and you may add suggestions. This can lead to a discussion of a thesaurus.
  • Have volunteer students read a scene from your book as if they are the different characters. They have to act out what the characters are doing, so you'll provide some appropriate props. You can be the narrator.
  • Ask what kinds of problems they've read about in stories and/or know about from real life. E.g. someone sick in family, wanting to win a contest, earning money for something special. Write them down for all to see and pick two or three to combine into a new story idea. Talk about how you'd get ready to write that story.
  • Tell them how writing was your dream and ask them what dreams they have? Think how you can turn that into some kind of writing activity. Would you have them write about the steps they need to achieve their dream? The kind of education or training they'll need? Or why they want to reach that goal? Of course, you'll make it age appropriate.

Remember, kids of all ages like it when adults are interested in them. They also like the novelty of special guests in the classroom. That means that most of them are happy you are there. Listen to them as well as talk and you'll probably have a satisfactory visit.

If this was helpful, you may also want to read these older posts: Dragged to the Podium and Going Back to School.


Why Twitter?

twitter.jpgTwitter. Facebook. Snapchat. Instagram. Periscope. There are so many options in social media that it can be hard to choose which one(s) to use. If you aren't on Twitter, don't know why you as a writer might want to use it, or don't know what to do with the Twitter account you have, perhaps this post will be helpful.

First, what is Twitter?

An internet discussion/social network where messages are 140 characters long. Some refer to this as microblogging. You can say what you want, whenever you want, and your followers can read it whenever they want. Messages are referred to as "tweets." Messages can include links to a website or blog, photos or videos, gifs, and polls.

My Reasons for Using Twitter

I started using Twitter to connect with other kidlit writers and to get better acquainted with editors and agents. It's a good place for those purposes, both which are really about connection.

Find People to Follow

Following someone is how you get to read messages in Twitter. Your Twitter feed, your timeline, is made up of messages posted by anyone you follow, plus messages you send. It's how you listen in on the conversation. It's how you join public conversations or start conversations. Messages are in chronological order in your feed with the most recent messages on top.

I started by following some writer friends. Then followed some people my friends followed. Since then I add people I meet, read about, read their books, hear speak, or find through retweets, or through Twitter suggestions. I may or may not follow those who follow me.

If I don't know anything about a person, I read his/her bio and some sample tweets. Sometimes I follow someone and later unfollow them as their tweets bother me (it could be language, or too much self-promotion, or too much discussion of politics.)

Because I now have an adult ebook out from Clean Reads, I have a Twitter handle for that pen name @SMFordwriter, too. I've found that the children's literature community--just as they are in person--are more open to conversation, helping each other, sharing, etc.--than the adult literature community.

The Conversation: What Do You Say on Twitter?

Answer questions. Here's an example that @KSonnack posted yesterday: "I need some book recs. #1: for an 8yo who just moved to a new city and is having trouble adjusting. Go!"

Follow links to articles, then comment or retweet the original tweet. (Retweeting means sending the tweet out again from your user name.)

Share articles. This from August 11th: "The 11th hour villain. I agree with this concept. http://www.starpowercomic.com/the-eleventh-hour-villain/ ...

Use the heart to "like" what someone says.

Comment on or retweet tweets. Such as: @Corinneduyvis on September 2nd: "Hugely important part of writing for me: my plot notebook. I take pen, paper, and just talk my way through scenes and problems."

Share good news, links to blog posts, writer quotes, and book recommendations.

Ask questions.

Celebrate others' good news and sympathize with bad.

Conversations: Private

You can also have private conversations by using DM (direct message) through Twitter. This only works for people who follow you. You can DM a single person or a group. More info here.

Searching Twitter

Twitter is searchable and the main tool to use is a hashtag. Hashtags can be anything anyone creates using the pound symbol (#) followed by a word or words with no spaces, but common ones start becoming known, such as #amwriting or #writingtips or #writingchallenge or #kidlit. Some are just initials or abbreviations that have become great tools.

Some of the most useful writer hashtags for submitting are #MSWL (manuscript wish list), #PitMad (pitch madness), and #PitchWars (a contest).


  • #MSWL also has a website--both the hashtag and the website offer editors and agents to post "what they are looking for." This is amazing!

  • #PitMad is a chance for writers to pitch manuscripts during quarterly events. Basic information can be found here. One of the most important things about it is that tweeters must also indicate the genre of the manuscript with another hashtag, such as #PB #MG #YA.

  • #PitchWars is a "a contest where published/agented authors, editors, or interns choose one writer each, read their entire manuscript, and offer critiques on how to make the manuscript shine." See full details for 2016 here. What a deal!


These latter two give you a chance to see if your pitches are working. Do they garner any attention or not? You can often offer different versions to try pitches out.

Search for a specific editor or agent--one you'd like to know more about--by name. You may find links to interviews or blog posts by this person. You may find comments about the agent or editor. If the agent or editor has an account, you can read his/her tweets. Seeing a "I hate squirrels" tweet would let you know not to send a squirrel story to that specific person.

Twitter Lists

One of the tools on Twitter is the ability to assign those you are following to lists. I normally add someone to a list when I follow them. That means if I want to see what Picture Book writers are saying today, I can just see the posts of the people I've put on my PB list. (Would need to use Tweetdeck or HootSuite). Lists can be public or private.

Setting Up Twitter

When you sign up for an account, you create a user name or handle--mine is @SusanUhlig, my pen name for my children's writing. The @ symbol is the common way to indicate a Twitter handle. Once you have someone's user name, you can view their page by typing in your browser twitter.com/username. So in my case it would be twitter.com/susanuhlig. Once you go to my page, you'll see Sue (Susan Uhlig) followed by @susanuhlig.

Actions you need to take asap are upload an avatar--usually a picture of you--and create a bio. You don't have a lot of characters, so keep it short and pertinent. Mine says: "Children's Book (PB, readers, MG, YA) & Mag Writer. Writing helps/book recs on my site ('cuz I always have an opinion). SCBWI Oregon. ICL Instructor." You can see I used some of my bio space for affiliations. I also get to list my location and my website in addition to my bio. Another fun option is adding a header photo, but that can come later. However, often people won't follow those who do not have an avatar.

Of course, Twitter itself has articles and FAQs that can help you get started.

Once you are set up, you can join the conversation. If you find you are spending way too much time on Twitter, set a timer for how long you want to be on and when it goes off, close that Twitter window.

Making Use of Twitter

You can also set up a Twitter widget on your website that will show a specified number of your most recent tweets. It's one way to have frequently changing content on your site. (How you do this depends on your website software.)

Someone once asked me if I could explain Twitter in 140 characters. As you can see, I can't. But I can sure tweet this post.


Rhyming Picture Books

Preparation and Practice for Public Speaking

Public Speaking Phobia

Authors in the Classroom

Why Twitter?

What Should I Describe?

Magazine Story or Picture Book?

Nonfiction Writing

Do It Myself!

Swift Fiction - The Short Story in Focus

What Stops Me Reading!

Distancing Your Reader

Resizing Photos for Use on Websites

Overwriting

Are List Serves a Service or a Waste of Time?

Reducing Word Count

MS Wish List

How to Stand Out

NAMING CHARACTERS - FROM MARY'S NOTEBOOK

Kids Reading Books and Saying What They Think

Retreat!

Selling Photos to Magazines

Poor Man's Copyright, a Myth

Missing Students

The Right Number of Characters

What Do You Do When You're Stuck?

Naming Your Character

Considering Self-Publishing?

When Educational Publishers Ask for Your Résumé

Say What?

Write Well When the Muse Is Sleeping

Writing Process Blog Tour

Truth in Fiction

Plodding or Plotting

Raise the stakes, honey!

One Size Does NOT Fit All

BACK UP!

175 Proof

He Thought to Himself and Other Excesses

Confessions of a Writer Easily Distracted

Is That Right?

Writing Business Expenses

Subjective

The Hero's Journey for Magazine Writers

Altitude and Attitude - Adult or Child?

Slow Down, You Move too Fast

Kidz Only! Adults Keep Out!

A Dark Side of Social Media

Do you struggle with grammar?

Can children and teens get their work published?

Patience Required

I'm a Work-in-Progress

Illustrator Resources

Inspiration from Kate DiCamillo

Are Listserves a Service or a Waste of Time?

Writing and Life Balance

How To Start Querying an Agent

WEBSITE Q&A

Nancy I. Sanders on Writing Nonfiction

Heartbroken?

Perfecting Dialogue Punctuation

Ouch! Thin Skin!

Agents Telling What They Want

School Visits, the Extended Version

Going Back to School

One of 75 finalists

Make It Work for You

Down with Discouragement!

Do as I Say

Professional Problem Maker

4 Ways to Make Your Characters "Talk Different"

Picture Book Month

Work-for-Hire Resources

Work-for-Hire Wisdom

Work-for-Hire also known as WFH

Picture Perfect Picture Books

Picture Book Resources

Author Talks versus Workshops

My Favorite Online Resources

Technicalities - More Thoughts on Public Speaking

Do as I Say

Theme List Tactics

What Would Sue Do?

Attribution or Action?

Don't Throw in the Towel

Do You Remember?

Dragged to the Podium

Double Identity - Pen Names

Before You Sign: Contract Resources

Welcome, Diane Bailey, Work-for-hire Champion

Ready, Set, Goal

An Editor's Day

How'd You Get That Gig?

On the Hunt for Ideas

Bloggers Supporting Other Bloggers

Shadowing a Submission

Give up or press on?

Turning Ideas Into Stories - Workshop

After the Critique

Keeping Track

The Synopsis Shrink

Mind Your Cs and Qs - part three

Mind Your Cs and Qs - part two

Mind Your Cs and Qs - part one

Standard Manuscript Format

CUT IN THE CRITIQUE

Critique Methods

Market Research Resources - Agents

THE SANDWICH OF CRITIQUE

CRITIQUE GROUPS: GO FOR IT!

Organizations and Groups

Writing a Novel? Where Does It Fit?

Meeting Editors and Agents - In Person

Meet Editors and Agents - Online

Book It! - Recording What You Read

Theme and Premise

Self-Editing Tips

The Story Ladder or Novel Timeline

Showing Versus Telling

Read, Read, Read

The Power of a Good First Line

Hooking your Reader

Listen to the Voices

DIALOGUE TIPS

Viewpoint in Children's Fiction

Making Friends: Character Development

Glossary of Publishing Terms

Genre Resources

Children's Book Genres

Why Write?