During a recent subbing job, while assigning an article on environmentalism, I was reminded of one of several reasons I am writing books.

When our boys were little (if you know them, you'll find it hard to believe they were ever little!), my husband and I moved to northern Nevada--ranching country. I was fascinated with ranch and cowboy life, so different from my more urban background. I realized many kids have no idea where their food comes from or the importance agriculture plays in our lives. Food doesn't come from the store--it is produced by farmers and ranchers. Cowboys aren't just colorful characters in the Old West, movies, or rodeos, but play in important role in beef production.

Having been a bookworm all my life, I read piles of books to my little ones, hoping to instill in them the love of books. Many were engaging and well-written, but some made me wonder if I couldn't have written a better one myself! I began to toy with the thought of someday writing books for children.

Fast forward a few years. My boys are bringing home papers from school with a strong environmentalist slant, sometimes (as in the assignment I mentioned above) with a blatant anti-farming/ranching element. My pro-agriculture feelings were kindled even further.

By this time I was writing and selling stories and articles to magazines and felt ready to attempt a book. I had read that nonfiction was a good way for a new author to break into the publishing game. I fumbled around with a few fruitless endeavors before it occurred to me that I could probably appeal to more kids in a fiction format, weaving background information into my story.

Not only did this approach prove successful, but during author talks I can bring out the agriculture angle even more, as part of an entertaining slideshow. The curriculum unit, while primarily integrating elements of reading and writing, helps teachers use the agriculture focus as a science connection and the Nevada ranching focus as a social studies connection.

Unfortunately, there was no time the other day to take the time to talk with my class about environmentalism, its agenda, and how it is pushed in the classroom and elsewhere. But through my books, I am doing what I can to educate kids about agriculture and the unique ranching sub-culture of the West.

How important is it in children's books to start with a "hook"? Is it really necessary to present a problem or crisis at the beginning?

During a recent subbing assignment, I have the class assembled on the carpet for a read-aloud. The story begins with the promise of something fun that is going to happen. The fun thing is described, and plans are made to do this fun thing. Nothing much has actually happened yet.

By now we are to the middle of the book, and I have not been able to keep their attention, even though I have used my best dramatic voice and have interspersed comments and questions designed to help them relate to the story. I stop and put the book in my lap several times until the group is quiet.

Then, at the mid-point in the book, suddenly something happens that threatens to wreck everything. Instantly I have their complete attention. Everyone is worried and wonders what will happen--it is written on their faces. They are the perfect audience for the rest of the book, and interact appropriately with my questions to them.

Amazing. As soon as there is ACTION and a CRISIS, they are completely engaged. Until that moment, they are not all that interested. Too bad the action hadn't started sooner.

The reader needs to care about what happens to the main character: how is she going to deal with this problem? What will happen if the problem can't be fixed? Great dialogue and great description will not hold the reader's attention for long, unless the author has created tension in the story.

I just finished reading a novel by a major American novelist and found it quite boring. There was no opening hook to grab my interest; I kept hoping that on the next page, a gripping plot would suddenly develop, but it never did. I slogged through the book by sheer determination. There was little action, little suspense, long unbroken passages of dialogue, and I found myself skimming over much of the book, just trying to get it over with. The only reason I continued to read was my interest in the subject matter of the book.

Many aspects of this book did not match up with what I had been taught about basics. Because of the author’s reputation, and my contrasting lack of knowledge and experience, I wondered if the problem was somehow me. I thought, who am I to question the technique of a popular established author? Am I off-base here? Perhaps I lacked appreciation for what others thought was actually a good book. I knew how to find out what others thought: I went to Amazon.com, did a search for this book, and read all the reader reviews.

I was relieved to find that most readers’ opinions were similar to mine. I gained confidence in my ability to critique the writing of others. I realized that just because an author is talented, not every piece of his or her writing is guaranteed to be equally good. Each piece must stand or fall on its own merits.

I have just started on another of his books--again, because of my interest in the subject matter, and because it comes recommended by someone else. I’m half way through the first chapter and am still waiting for it to “grab” me. I doubt I'll read this book. I have always loved books and am willing to give the author many chances to hook me, but other readers may not be so forgiving. I think a weakness of many books is to start by laying the foundation for the story, instead of jumping right into the action, filling in the details and background as it goes along.

As a writer of books for children, I know that I am competing with TV and computers. I only have a page or two in which to hook a reluctant reader, and each chapter must leave the reader wanting to know more. There must be action, dialogue, little narration, and opportunities to “hear” what the protagonist is thinking, so that the reader almost “becomes” the protagonist--seeing what he sees, hearing what he hears, feeling what he feels. This is what I work towards.

Why a blog?

This blog will be the story of how my middle-grade novel, "The Orange Slipknot," is published, and what I as an author am working on.

I am home for the summer, since I work in a school. My main summer writing project is to finish the Curriculum Unit for the book. But the last few days, I have been spending several hours a day creating my author website and letting people know about it. I have already created two other websites (Jack Young Clinics and Jan's Bible Notes), so this part was not new to me. But I have had to spend alot of time learning my way around my new web hosting service, LunarPages. I even had to call Customer Support a couple of times.

It was VERY exciting when I finally clicked on my website and saw it appear on the Internet, for everyone to see! Every few hours I think of some little thing to add or change, so I fiddle with it and tweak it often. This past year, I have visited many children's author websites to get ideas about what I want on my site.

I can't wait to add more pages, but I must also spend time working on the lit unit. I have been working on a possible sequel to "The Orange Slipknot" this past year, and hope I can fit that back in later this summer. Some authors write all day, every day--I don't. I have a job and many other activities--piano students, housework, yardwork, special summer projects, grandchildren, and horses. I am just as busy now as I was during the school year!

I hope you enjoy reading about the progression of events as a children's book is published, and how one author goes about her writing.