Best Advice

Over the years I have received much advice from editors and fellow scribes. If I had to decide on three of the best pieces of wisdom, they would have to be the following:

1. Cut it down by half and leave nothing out - an editor proferred this advice when I turned in a manuscript that used a little bit too much fluff and stuff.

2. He who asks a question feels a fool for five minutes. He who does not ask a question remains a fool forever. (Old Chinese Proverb) - I read this somewhere and it became my impetus for raising my hand when I attend writing workshops or seminars.

3. Tell me, I’ll forget. Show me, I’ll remember. Involve me, I’ll understand. (Old Chinese Proverb) This sage piece of advice reminds me how and why to show, not tell in my writing.

Finding the Magic Bullet

Bad news...there is no magic bullet. There are no shortcuts or quick tips to making it in the writing world. First, I believe a writer needs passion. If God intended you to write, He will guide you little by little in your craft.

Find what triggers that yearning to knit together words on a page and then take steps to pursue and perfect your chosen career. Persistence and patience are essential character traits in the kit of a writer who is worthy. Take courses. Find writer friends. Join a writer's group. Read books on writing. Read the kind of books you would like to write. Read them again and do so for logical reasons. Then read them again, paying attention to what appeals and what doesn't. Research. Write and rewrite. Pray. Then pray some more. Make sure your motivation is in line with God's plan. Are you trying to write for the big bucks? Or are you writing what you know (or would like to know?)

Know your publisher's or editor's target market and then ask yourself what do these readers want and need to know? What is missing from the wealth of information out there and then fill in the blanks.

Be professional but be natural. When your fingers move with abandon and words appear almost miraculously on the page, your heart is taking over and you are writing right.

I think one of the best pieces of advice I was given as I started out in my writing career was when an editor told me to write from the heart.

"If you do this," she said," then you will touch other hearts."

How very true. This was my encouragement to write with passion and purpose. When I get a little down and dejected because I have become too task oriented, I remember those great words and I get inspired all over again. Just remember there are no quick fixes in this profession but there are amazing results when you write from the heart.

Which is Which?

When you decide to write for children, there are some other things you need to think about. What kind of book will I write? Will it be a picture book? An early chapter book? A YA? Or maybe something in between. Here is a bit of an outline that will hopefully give you the general idea of where your story might work:

1.The Picture Book category is called such because the illustrations play a significant role in telling the story. Baby books and Toddler books are usually lullabies, nursery rhymes, fingerplays, or wordless books. The length and format varies with the content. For babies and toddlers the books are short, simple stories and usually range from 0-300 words
Picture books - typically picture story books are 32-page books for ages 4-8. Some publishers say ages 3-7 or even 5-9. It depends on the publisher. Word count is usually somewhere up to 1500 words, with 800-1000 words being the average length. Plots are not complicated and they have one main character who assumes the child's emotions, concerns and viewpoint. The illustrations and story share a 50/50 role. Usually the pictures are on every page or every other. Sometimes a picture book will exceed 1500 words; this is usually geared toward the upper end of the age groups and is the longer ones are often non-fiction. Nonfiction in the picture book format can go up to age 10, 48 pages in length, or up to about 2000 words of text. Early picture books are geared toward the lower end of the 4-8 age range and are simple stories under 1000 words.

Easy readers are for children just starting to read on their own (age 6-8). The books usually have color illustrations on every page like a picture book, but the format is more a little more mature and sometimes are broken into short chapters. They can be 32-64 pages long, with 200-1500 words of text, occasionally going up to 2000 words. The stories are told mainly through action and dialogue with one idea per sentence.
Books average 2-5 sentences per page.

Transition books or Early Chapter Books for ages 6-9 bridge the gap between easy readers and chapter books. They have the same style as easy readers but are longer - sometimes about 30 pages long with 2-3 page chapters.

Chapter books for ages 7-10 are 45-60 pages long and broken into 3-4 page chapters. Stories have a more intricate plot than transition books, though they still can contain a lot of action. The sentences can be longer but paragraphs are still short with 2-4 sentences being the average. Chapters often end in the middle of a scene to keep the reader turning the pages.

Middle Grade Books have the greatest readership. This age 8-12 age group is considered to be the golden age of reading. Stories are longer (100-150 pages,)and more complex with sub-plots involving secondary characters. The themes are more sophisticated. Readers at this stage and age enjoy good characters that they can relate to; they get hooked and want to read more. Series books are popular in this age group. Fiction genres range from contemporary to historical to science fiction/fantasy; nonfiction includes biographies, science, history and multicultural topics.

Young Adult for ages 12 and up, are longer stories, about 130 to 200 pages long. Plots can be complex with several major characters, though one character should emerge as the focus of the book. What do teens struggle with today? That's what YA novels need to encompass.

Twenty Snippets for a Children's Writer

1. Stop being an adult telling a story and become a child living it!

2. Don't expect perfection from your first - or even fifth - draft.

3. Give yourself permission to write badly!

4. Focus on being the best writer YOU can be.

5. Don't worry about being better or more prolific than someone else.

6. Forge a path for yourself, for your own creative journey. Don't feel you need to race against others.

8. Read, read, read

9. Study recent issues of publications that interest you if you want to write for a children's periodical.

10. Study the publishers' current and recent catalogs.

11. Attend a writer's conference.

12. Make connections.

13. Observe children; play with children; listen to children and discover what interests them.

14. Don't preach (intentionally)

15. Don't teach (intentionally)

16. Challenge a child with new vocabulary but make sure you are writing at the correct level.

17. Know your audience

18. Join a writer's group for critiquing and encouragement

19. Write

20. Pray. Pray again.

Creating a Life!

Before I write, I have a great need to know my character. The only way I figure I can really know someone, is to get inside her head and live with her for a very long time. Since I cannot do that literally, then I have to create a life. That's what I call my character outlines - Create a Life.

I know I tend to go a little overboard when I do this, but I love to get into my character's heads and become them. Here is an outline of Melanie. It really is incredibly long but it is the way that I create the life in my character.

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Character Outline - Melanie
Protagonist
CHARACTER'S NAME & AGE:
Melanie Fairchild; 12 years of age
A. BACKGROUND:

1: What is her background? Melanie Fairchild was raised in a loving, Christian Home. (Morals instilled; value system established by parents with a resulting accountability) For 10 of her 12 years, Melanie lived in the small community of Bestwick. Here Melanie felt reasonably well-accepted despite her hearing impairment. Her family recently moved to a century farm on the outskirts of Guelph – two hours away from Bestwick. (Moving to a new community intensifies feelings of inadequacies) Because Melanie has a sensory-neural hearing loss, she has to wear two hearing aids. She sees herself as different and has the tendency, lately, to keep herself secluded from any lasting friendship or relationship with anyone other than her family members. (sense of belonging is decreased; does not cope well with transition)

2: Where did she grow up? Melanie was born in England. She moved to Bestwick when she was 2 years old. (stable family life helps Melanie find some sense of belonging- at least in her family)
3: What are her parents like? Murray Fairchild, Melanie’s father, is an audio engineer by trade who travels out of town a lot on business. He is a loving father but has been a little delinquent in ‘being there’ for Melanie, especially since their move. (Melanie misses her dad and his absence has created some distance in communication. Melanie has trouble venting to anyone and her anxiety increases.) Hilary Fairchild, Melanie’s mother is a busy woman. She just got a job working part time at Sun-Valley Plywood and she used to teach piano in Bestwick. She plans on getting some new piano students lined up soon. Hilary Fairchild also writes greeting cards as a hobby/part time job. (The busyness of Melanie’s parents will add to her insecurity; some bitterness will develop because she needs someone to understand her feelings; neither parent will be there for her at first)
4: Childhood, and family members: Melanie Fairchild is the older of two children. (Loves her brother but is at odds with him lately. Simon has settled into school and community. Melanie is bitter about this and wonders why she cannot fit in easily like Simon does. Starts to feel freakish and different- wallows in self pity)

5: Education, level achieved, grades, popularity: Presently in grade 6; low self-esteem (Will affect her relationship with others)

6: Sports and Hobbies, pets: Shies away from sports. Feels she is different and cannot live up to expectations of coaches. She does like to watch sports, particularly school sports from afar. Her Dad and brother are avid fans of baseball (because Melanie knows the basic rules of baseball, she is able to converse with Dad and Simon on occasion about sports.)
Chinese fighting fish is only pet. Melanie collects angels. (Hobby will cause her to be drawn towards the stone angels that are in the garden; Melanie is attracted to inanimate objects or animals that require little attention, therefore she feels a measure of control)

B. HABITS: It is important to make sure you are clear on how your character acts in a crowd and alone.
1: Bad and good habits: fiddles with hair; tries to cover hearing aids. (This emphasizes her embarrassment about her hearing loss) Finds it hard to look a person in the eye for fear of them sensing she cannot hear (reading lips is an asset but because Melanie always watches lips, she rarely looks at people’s eyes); likes everything in it’s place in her room; hates to see a label sticking out of someone’s shirt; will often be brave enough to tuck it in for someone (when something is awry in her room, she can spot it a mile away.)
2: Social habits: Is quiet in a crowd; considers a crowd three or more (increasing self inflicted isolation and reinforces people’s beliefs that ‘maybe there is something wrong’); Is polite when spoken to but does not go out of way to initiate conversation. (Sometimes misconstrued to be ‘snobby’)
3: Physical Characteristics: Ash brown, shoulder length hair with natural streaks of blonde; Five foot two inches in height; weight – approx. 90lbs (Does not see herself as attractive most of the time, especially when she is dwelling on her hearing impairment)
4: Facial features: square face with smooth peaches and cream complexion; no pimples; bushy brown, expressive eyebrows; small, flat nose; piercing hazel eyes that appear more brown when tired or ill (Thinks her nose is too big, eyebrows are too close together and too thick and that her face is fat. All this decreases her confidence when she is in social situations)
5: Grooming habits: Is fastidious about keeping herself clean and tidy. Hair is always brushed and parted in the middle. Carries purse with her essentials always. (When Melanie’s clean and tidy appearance changes, this is a definite indication that something is amiss)
6: Morals, and friendships: Melanie’s faith is evident as she struggles with her attitude and feelings. When she encounters the stone angels, she speaks as if she believes that there is a spiritual realm. Has troubles adapting to the new school and environment. Manages to make two new friends. Feels closer to Amanda than Carlotta but suspects Amanda is a friend out of pity. (Friction results from insecure friendships. Strong moral base results in inner turmoil because she feels a pull towards what is right but wants to do the opposite.)

C. STYLE:
1: How is their home decorated? Combination of new, yard sale and auction sale antiques and bargains. Parents have refinished a lot of furniture. Home looks classy and coordinated with character, although much is second hand. Melanie’s bedroom is pale blue with blue cloud border. Posters of musicians and some philosophical sayings (Biblical and otherwise) placed strategically. Refinished oak desk with computer and cd player on it. Single bed with Aztec blue patterned quilt. (Values recycled and second hand items; attracted to antique stone angels in driveway)
2: lifestyle (should reflect who he/she chooses for friends and job): since she is new to the community, Melanie is hesitant to start all over again in church and school and community activities. Used to belong to youth group in church. Used to be in the Awesome Authors writing club in school. Enjoys contemporary music. Television is watched in moderation with special attention to violence and sexual situations in programming. Melanie is aware of this and restricts herself – most of the time. Starting to spend a lot of time on computer. Makes some attempts at friendship when confronted by two classmates (isolating self and becoming more reclusive; fearful of not being liked and accepted; negative feelings intensified)
3: Job, satisfaction or dissatisfaction: Responsible for certain chores, such as dishes, cleaning room, changing beds, vacuuming on Saturdays, feeding and cleaning fish, helping with supper on occasion – especially when mother is late; enjoys most of the work. (mother can trust Melanie to do what she asks; is responsible enough to care for Simon) Doesn’t like vacuuming. Gives odd feeling and is noisy. Will usually turn hearing aids off when vacuuming but then will not hear the ‘change’ of noise if something is caught or jammed. (sometimes the vibration of the vacuum makes her nauseated; mother thinks it is an excuse not to do vacuuming)

4: friends: Carlotta, Leslie and Amanda are on Melanie’s list of new friends. Melanie still e-mails good friend in Bestwick – Chantelle; dependent on friends for self worth (emotions on roller coaster as friendships are in their infancy and unable to reach Chantelle at times)

5: income: is paid for looking after Simon each week. Can earn money doing extra chores – list on fridge (Opportunity to be independent; is able to pay for extras)

6: car: relies on parents for transportation (parents are always aware where she is)

7. clothing: work clothes, and are these different from the weekend person? Looks like she has stepped out of a Sears catalogue. Enjoys fashion. Has ‘play’ clothes. Will buy clothes from yard sales if it is ‘brand name’ clothing.

D. RELATIONSHIPS:
Mother: preoccupied with getting settled and getting into a routine in new job. (this interferes with Melanie’s desire to find solace in her mother and doesn’t help when she needs to just talk, like they used to. Melanie begins to feel more alone)
Father: often absent due to work commitments and is also trying to establish himself in his new position in Guelph. (absence causes Melanie to reflect on ‘is this what God is like too?’ No one seems available for Melanie to talk to about problems)
Simon, brother: Teases sister but does seek her advice at times. 9 years old. Nosiness bothers Melanie. (Simon is a source of aggravation for Melanie and she tends to take her frustrations out on him)
Amanda: Takes an instant liking to Melanie. Has a sister who has Down Syndrome. She is aware of some of the difficulties handicapped people face. Does not tell Melanie about her sister, though. (Melanie thinks she feels sorry for her that is why she befriended her. This causes bad feelings)
Carlotta: Tries to be friendly with Melanie but is a bit standoffish. Waits for cues from Amanda. Exhibits some jealousy about friendship with Amanda (Melanie has difficulty having more than one friend at a time. Although Carlotta’s intentions are not always the best, she does seem as if she wants to befriend Melanie. Melanie’s anxiety level is escalated as she imagines that she (Carlotta) is out to get her.
Leslie: Melanie’s dream-boy. Melanie spotted him in class from the onset but beats herself up thinking [imagining, hoping] the impossible. (sets herself up for disappointment and ridicule at the expense of her overactive imagination; has trouble realizing that he [Leslie] really does want to be a friend with no strings attached)

E. RESPONSIBILITIES: is responsible to do certain chores around the house as outlined in ‘jobs’. Has Chinese Fighting Fish for pet. (learned responsibility at early age)

F. DETAILS:
1: Style of music: Contemporary Christian; some secular tame rock
2: favourite food: Hot German Potato Salad; drumstick ice-cream bars
3: phobia: being shunned; snakes
4: memory: security of living in Bestwick
5: emotional trauma: seeing the handicapped kitten that was ‘murdered’ by the farmer
6: emotional security: knowing that there is peace despite the world and the attitude of people who don’t care.
Character Type:
Amiable, Driver, Analytical or Expressive?
Analytical Personality
How does this character:
Look: Melanie looks like a typical 12 year old except for her hearing aids. She is slim and dresses well. (Maintains her appearance because she knows it is essential in order to fit in and that is something she so longs to do in her new school)
Feel: Due to the upheaval in her life and her continued and (now) intensified struggle she has with her hearing disability, Melanie feels unsettled and unaccepted and becomes more reclusive except for the budding relationship with Amanda.
Move: Short apologetic strides. Runs when confronted.
Eat: Decent table manners
Dress: Meticulously
How does this character react, in general to what life throws at him or her?
Prior to her move from Bestwick to Guelph, she coped well and felt accepted for the most part in her school – although there was the occasional jerk who badmouthed and attacked her self confidence. She was more apt to stand up for herself in Bestwick, though for she knew she knew she could count on the back up of family and friends.

Name the major motivating event in this character's life and its effect; "and therefore, this person (must, chose, behave, avoid, etc) ..."
The major motivating factor in Melanie’s life is when she is trapped in her home after the tornado. She thinks at one point, she will surely die, alone. She curses God at first but then realizes that she has no one else to turn to. Her faith is tested, strengthened and after she is rescued, she begins to see life (and her relationships) on another level or different light, as the saying goes. She refuses to accept her faith with a Pollyanna type attitude, though, and still questions why things happen the way they do.

Name events and the character’s decisions in the past that have brought him or her to the present moment. There must be a strong, believable reason for those decisions.
Melanie has always felt a measure of insecurity because of her hearing impairment particularly following the incident of the farmer ‘murdering’ the blind and deaf kitten. She was fitting in well at her school in Bestwick but once they moved, her self conscious feelings being to surface. She attempts different relationships but her motivation for friendship is selfish and she finds herself in a few pickles as a result. Her relationship with her parents fuels the fires of insecurity and she begins to feel all alone, despite the contrary.
How does the character start out, then grow, and finally end up at the end of the story?
Melanie begins her journey as a young lady with issues of non-acceptance and insecurity due to a recent relocation. Her hearing impairment compounds the problem and she (Melanie) sees it as a major obstacle to establishing relationships.
Melanie has sublimated a past experience with a kitten (that was promptly killed because it could not hear or see) that scarred her and caused her to look upon her life as a (self-imposed) prison sentence. No family member knows about this experience so she has never dealt with it. When the tornado strikes and Melanie is trapped and fears death, she calls out to God and comes to the realization that her attitude has been a stumbling block to both her faith and her relationships.
After her rescue, Melanie delves deeper into her feelings and begins to make some changes. The conclusion does not cast Melanie into a land of milk and honey but it does allow her to reflect on some of her mistakes and, so, it does forecast a brighter future for Melanie and releases her from her burden.

Basic Statistics :
Current Residence: On a small acreage (2) on the outskirts of Guelph, Ontario.
24 Wheat’s Road, Guelph. NIR 2R2
Occupation: Student
Talents/Skills: organizational; collector; journals (writes);
Birth order: Oldest of two
Siblings (describe relationship): Usually close to brother, Simon, but has been tense since the move
Spouse (describe relationship): n/a
Children (describe relationship): n/a
Grandparents (describe relationship): Doesn’t see them often; maternal grandparents live in Bestwick; Grandpa e-mails on occasion; paternal grandparents - deceased
Significant Others (describe relationship): mother & father; strong but being tested since the move and the intensification of Melanie’s insecurites
Relationship skills: limited until situation changes then she becomes more tolerant; not perfect
Physical Characteristics:
Height: 5’2”
Weight: 90lbs
Race: Caucasian
Eye Color: hazel
Hair Color: Ash brown with natural blonde highlights
Glasses or contact lenses? no
Skin color: Smooth peaches and cream complexion; no pimples;
Distinguishing features: bushy brown, expressive eyebrows; small, flat nose; piercing hazel eyes that appear browner when tired or ill
Mannerisms: Generally quiet with a contagious smile when sincere. Eyes wrinkle when smiling. Suspicious of strangers. More accepting when she knows people better.
Favorite Sayings: “No Way”
Speech patterns: Some obvious impediment when saying ‘d’ ‘s’ ‘t’ in particular; has been accused of a monotone voice
Disabilities: sensory-neural hearing disorder
Greatest flaw: suspicious of people and their motivations
Best quality: faithful and true in secure relationships
Intellectual/Mental/Personality Attributes and Attitudes Intelligence Level: needs some adjustments and modification in school (FM system; placed strategically to read lips, etc.)
Any Mental Illnesses, neuroses, self doubt? To begin with, experiences lots of insecurities and figurative fist shaking.
Learning Experiences: she controls her attitude and reactions to what ever is presented to her in a day.
Character's short-term goals in life: To fit in to her new school, initially, and then to be rescued from the tornado
Character's long-term goals in life: To be accepted, to have purpose in life and to not be a burden to anyone.
What barriers stand between the character and his or her goals? Attitude towards her hearing impairment and the destruction wreaked by the tornado.
How does Character see himself/herself? Initially she relates her existence to that of the kitten who was deemed worthless (and subsequently killed)
How does Character believe he/she is perceived by others? She thinks they think she is less than worthy of the same respect afforded to others the same age
How self-confident is the character? Not very
Does the character seem ruled by emotion or logic or some combination thereof? Definitely emotion
What would most embarrass this character? If she misconstrued a boy’s feelings
Emotional Characteristics
Strengths/Weaknesses: Determination of thought and follow through is a strength (sometimes called stubborn!); impulsiveness of thought tends to be her weakness
Introvert or Extrovert? Introvert (self imposed)
How does the character deal with anger? Most common response is to run away and become reclusive, especially in confines of new room; Since ‘meeting’ the stone angels, she will often retreat to where they are located and she sits in the crook of the angel’s arm. She journals and this is cathartic for her.
With sadness? Prays. Again she finds solace in her angels
With conflict? Can get defensive; sometimes will cry
With change? Introspective. Anxious and becomes more intorverted
With loss? Sadness. Cries easily
What does the character want out of life? To be accepted by peers and to establish sincere relationships with key figures, especially Amanda and Leslie
What would the character like to change in his/her life? Her hearing disability
What motivates this character? Her desire to be accepted and loved by God and significant others
What frightens this character? Rejection
What makes this character happy? Continuity in life situations; writing; genuine friendship
Is the character judgmental of others? Sometimes hasty when assessing motives and then judges unfairly
Is the character generous or stingy? Generous
Is the character generally polite or rude? Generally polite but can be short with those she encounters who treat her in a negative fashion.
Spiritual Characteristics

Does the character believe in God? Yes
What are the character's spiritual beliefs? That Jesus is her Saviour
Is religion or spirituality a part of this character's life? Yes. Constantly battles good vs bad;
If so, what role does it play? At first, displays anger towards God for allowing ‘things’ to happen; talks with God and the angels many times.
How the Character is Involved in the Story -- Character's role in the novel (main character? hero? heroine? Romantic interest? etc.):
She is the main protagonist
Scene where character first appears: First scene
Relationships with other characters: Tempest in a teapot at times; individual relationships need affirmation and raison d’être as story line progresses.
How character is different at the end of the novel from when the novel began:
Wounds are healed and relationships are established therefore she feels more self-confident and is starting to turn her disability into ability with help of family, friends and faith in God.

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So there we have it. A rather long example of a character outline, but thorough!

Baby You've Got Style!

When an editor talks about your style she is not referring to your lovely Levis or your patent leather pumps.

She is talking about how you say something rather than what you are saying in your writing. Content isn't the immediate concern, as your editor discusses style. She is focussing on the way your express your ideas and then present them on paper. Your style is your unique fingerprint.

Speaking of style, one of my first magazine assignments was to interview the reigning Miss Canada. My second one was to interview a ritzy-glitzy fashion designer. This was all interesting work and the pay was rather tempting, but the intimidation factor was daunting and really, when I stopped to think about it, I had nothing decent to wear and I realized interviewing big people with big egos was not my thing anyway. As a result, my style seemed boring and too limited for my scatterbrained ADD mind.

Soon I found myself writing a humour column for a local newspaper then articles for children's magazines, Sunday school take home papers and Christian educational periodicals. I'd found my niche and my style became more clear as I continued in my craft.

A writer's style doesn't really appear overnight. The more you write, the clearer it becomes. I also think that when you are passionate about something, your style emerges. But don't despair, it really does take time and practice to develop your own way of putting your thoughts into words. Keep writing!

Writing for the Homeschool Market

First Published in October, 2003 Fellowscript Magazine

Writing for the Homeschooling Market
by Glynis M. Belec


Writing for a niche market is like sweet syrup to some. When a writer is an expert in a particular field, or if he/she has special insight into a subject, a healthy and lengthy editorial relationship can result.

More and more readers and consequently, periodicals, are looking for well-written articles on homeschooling.

Homeschooling, an alternative form of education, is on the rise. Some Parents, discouraged and disillusioned about the state of the school system, or for personal reasons, are opting to teach their children at home.

Because of this, both seasoned and potential home educators are looking for ideas. They are interested in reading articles on a wide range of topics including how to get started in homeschooling, various resource information, personal interviews with other homeschoolers, internet communications, cooking, crafts, socialization tips, recreational math, how to organize a convention, how to get the most out of a convention, where families can volunteer, simple-living family activities, inspirational and devotional encouragement – the list is endless.

Other readers are simply curious about this rapidly increasing option for educating children. They want to learn more about what is involved in homeschooling and how children manage to learn in a home environment. Is it statistically working?

It is not a pre-requisite for a writer to be a teacher or to have homeschooling experience – although it does help establish some credibility. What matters is that you are well informed and knowledgeable about the subject you present to an editor.

There are exclusive homeschool magazines whose focus is primarily home education while other periodicals look for well-written general articles on the subject. Here are some for your consideration:

1. Homeschooling Today - http://www.homeschoolingtoday.com/

2. Home Educator .com - http://www.homeeducator.com/FamilyTimes/submissions.htm

3. Home Education Magazine - http://www.homeedmag.com/write.html

4. Home School World - http://www.home-school.com/writers/

Grandmothers’ Necklace Set for May 1st Launch in Kitchener

Press Release


by Glynis M. Belec

When Patricia Anne Elford attended her first meeting of the Petawawa Grannies for Africa, she was compelled to do her part. Elford, a writer, editor and teacher, felt an immediate stirring to help the now estimated 15-18 million African children orphaned by AIDS and their caregiver grandmothers.

“I wanted to do something because the need was so great,” said Elford.

She referred to the immense task and responsibility that sub-Saharan grandmothers face in caring for their grandchildren. Not only have these brave, African grandmothers lost their own children to the pandemic of HIV/AIDS, but they face the rest of their lives wondering how to provide the basic necessities as they raise their grandchildren.

Elford decided to use her gifts and abilities as a writer to compile submitted stories into a book that would help raise funds for these quietly courageous grandmothers.

Grandmother’s Necklace, a collection of inspiring stories, is the outcome of Elford’s brainchild. This remarkable anthology includes writings by 61 authors from across Canada, the United States and Ireland. The book also contains narratives from five African grandmothers.

None of the anthology authors receive payment for their contribution. All profits from the sale of the book will go to the Stephen Lewis Foundation (SLF) www.stephenlewisfoundation.org/grandmothers.htm through the Petawawa Grannies. SLF is a registered charitable organization that funds grassroots efforts in sub-Saharan Africa to better the lives of the women and children there.

The Kitchener launch of Grandmothers’ Necklace will be held Saturday, May 1, 2010, from 2pm until 4 pm at St. Philip's Lutheran Church, 236 Woodhaven Road in Kitchener. Local author Carolyn Wilker, with the help of Listowel and Drayton authors, Ruth Smith-Meyer and Glynis Belec, is organizing and arranging for selected author readings and a time of celebration, refreshments and reflection. Refreshments will be provided by Omas Siskonas, the local chapter of Grandmothers to Grandmothers.

“We hear much about people in Third World nations and how they struggle,” says Wilker, “but rarely do we hear about those people—grandmothers, in this case— who work so hard to hold things together for their families.”

Wilker, as she contemplates the inconceivable tragedy that is sweeping Africa, joins with Smith-Meyer and Belec in saying that it feels good to [do our part] to help.

Smith-Meyer’s treasured relationship with her own grandmother inspires her to do what she can to foster and help other grandmothers.

“When I saw the request for submissions, I immediately felt compelled to do something for the grandmothers in Africa,” says Smith-Meyer. “I realized the difference between having [my] Grandmother as a "back-up" support and having her serve as a mother because my own was gone.”

Along with contributions by Wilker, Smith-Meyer and Belec, other award-winning contributors to Grandmothers’ Necklace include Phil Callaway, Kathleen Gibson, Judy Maddren, Patricia Elford, L. June Stevenson, and others.

For further information about the launch, e-mail gbelec@everus.ca or cari.edit@rogers.com or call (519) 570-9595

ICWF Word Challenge February 2010

The criteria for submission was as follows:

"...write a short news story that has some connection to the Olympics. In your story you need to clearly answer the journalistic questions as follows: who, where, what, when, why, how. They don't have to be answered in this order, but it should be clear that each is covered.
The newspaper that you are writing for is called the "Glory Times" and its content includes current events from a spiritual perspective. The maximum word count is 300 words not including the snappy headline for your story..."

The submissions were sent to the Inscribe listserve, members voted and then the votes were tallied and Pat Earl was our winner! CONGRATULATIONS, Pat!

Here is her winning story:

Savour The Moment

Cheryl Bernard thought they had it. The final rock of the women’s 2010 gold medal Olympic curling challenge glided smoothly toward the waiting rings. The confident skip of team Canada smiled as she hollered, " Clean. Clean!" Her stone struck the opponents rock dead on and stopped short of the blue ring. Sweden counted two. The game was tied, six six. Smiles changed to looks of disbelief. Overtime. One more chance. Bernard once more had the last rock. The projected tap on the opponent’s stone failed to materialize. Sweden won gold. As the Swedish women whooped and cheered, team Canada stood dejected, looking on. None more so than their skip who was known for putting her rocks in place when it counted most.

Later, as the Canadian team stood on the podium to receive silver medals, their downcast faces told the story of disappointment. Bernard, speaking to a reporter later that evening, said she would be reliving her last throw for some time. She acknowledged it would perhaps be a week or two before she could appreciate being second best in the world.

But something happened between Friday’s game and Sunday. Was it the adulation of the Canadian crowds? Was it words of encouragement from family and friends? Or perhaps, Bernard knew in her heart she had done her best and had used her God given talent to support her team.

Whatever the reason, there she was, all smiles, savouring the moment during the closing ceremony, looking every inch a proud Canadian. For a team inexperienced on the world stage, winning the silver medal was a spectacular feat. Bernard and all of Team Canada can be proud of their performance.

Keeping Track!

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