Tips for a great author visit, cont’d:

Scheduling My Day in Your School

How to arrange an author visit >>

Before I arrive >>

As I say on my Appearances page, I do a maximum of three presentations per day; otherwise I turn into a pumpkin. A raving, vampiric pumpkin. Not so good.

Those three presentations can take many forms. Here is an ideal day:

1. A multi-class auditorium presentation

Not every student has the time, ability or inclination to read, yet the school understandably wants to maximize its return on on an author visit. This is a perfect solution. If a projector is available, I can even do a PowerPoint-type show. I discuss creative inspirations, the writing process, the importance of revision (students really love that one) (not), and how everyone judges a book by its cover, which is why covers matter so much.

2. 2.An intimate gathering with students who’ve read DQ, Wisdom’s Kiss or Princess Ben
   

How many times in your life do you get to talk to the creator of this world you’ve just devoured? Such a gathering encourages students to read, and rewards those who do. Optimally this should follow the assembly, so we can get right to the heart of things. Food helps as an ice breaker, or a couple of sympathetic faculty members to loosen up tongue-tied teens.

3. A second intimate gathering, with . . .

1. •teachers, to discuss creative writing (see Perfection, below)
   

2. •a creative writing class, to discuss creative writing :)
   

3. •a literacy or remedial group, particularly one at least somewhat familiar with my books
   

Such a schedule allows me to meet — and hopefully to inspire — a huge number of students, teachers and librarians, making the day as profitable as possible for everyone involved.

Two recent school visits that illustrate the range of possibilities

Horrible

To be fair, the visit wasn’t that horrible, relatively speaking. The building didn’t burn down. No one died. The students seemed to enjoy listening to me, and I very much enjoyed meeting them, for they were curious, enthusiastic and polite.

So what made it bad? Well, for one thing, the teachers had been informed of my visit only the day before. They had absolutely no idea who I was, and therefore — not surprisingly — had done zero student preparation. The library also hadn’t been told, so had none of my books on hand to share with students.

I met five English classes over three periods, in the same classroom, giving an identical presentation to each. I don’t believe the kids found me a broken record, but by the end of the day I sure felt like one.

What a squandered opportunity. Students left that classroom so enthusiastic, so excited to read these stories they’d just been introduced to . . . and yet they couldn’t. A book sale promised three months hence might as well have been in three years; ditto extra library copies in next year’s budget. The kids needed those books NOW, or the moment was lost, and reluctant readers would revert to reluctance. Which I’m afraid they did. Basically the PTO spent its visitor budget on a babysitter. A funny, entertaining babysitter who talked about the need to revise and importance of good grammar, but a babysitter nonetheless. It’s not what the students got out of my visit that breaks my heart, but what they could have gotten but didn’t.

Close to Perfection

And then there’s school #2 . . . Where I also spent most of a day giving three presentations to middle schoolers and faculty. Same age group, same commitment to reading and teaching. But in this case the teachers, informed of my upcoming visit, handed out 10 copies of Dairy Queen to circulate among the students. The administration sold copies ahead of time, sending notices home to parents. Most of the students didn’t read or buy these books, but a fraction did, and described them to their friends.

At the school, I began with a slide presentation to an auditorium packed with fifth, sixth, seventh and eighth graders. It was hot and noisy, and the acoustics weren’t so great for audience questions, but the students loved it. Afterward I had lunch with a dozen girls who’d read Dairy Queen. We shared questions (mostly about getting published; those girls are ambitious) and I got to watch a platter of chocolate chip cookies vaporize in five seconds flat. Then — this is the best part — I met with all the English faculty, from fourth grade through high school, who wandered in as their schedules allowed for a conversation on creative writing: how to teach it, how to grade it, how to fit it into the curriculum . . .

I felt like a race-car driver who finally gets to meet the designers of cars. These were the people who are not only shaping this generation or readers, but our next generation of writers as well! I hope I inspired them just as much.

I really wish you could come to my school and talk but I don't think you're planning a trip to Mount Vernon, Washington anytime soon. If you ever are, tell me!

1. -Claire