by Karen Krossing | Jul 30, 2018 | Mentoring, On Writing, Presentation News
Note: I’ve been writing about my journey during my MFA at the Vermont College of Fine Arts (VCFA) in Writing for Children and Young Adults. You can read Part 1, Part 2 and Part 3 of my journey as well.
I’m just back from my second residency at VCFA, and I’m exhausted and inspired by days filled with lectures, workshops, readings, and so many conversations about writing. To tell you the truth, I was a little shocked when I arrived home and my family didn’t want to constantly discuss writing. At residency, I also delivered my very first lecture, which was about picture-book revisions.
In my lecture, I talked about revision as the heart of the writer’s craft. It’s the reason an editor might eventually be able to sense the pulse of my story. It’s the reason a reader might get to thrum to the beating heart of the story I’ve finally managed to infuse with life.
But how to revise well? I explored this question with a visit to the Osborne Collection of Early Children’s Books in Toronto to seek original manuscripts that became acclaimed picture books. My goal was to analyze how authors of both classic and recent books had revised their manuscripts. I thought of it as a game, where I could identify what questions the author may have asked when revising or what questions they answered through revision. I could then ask the same questions about my own works-in-progress.
Each time I revise a manuscript, I seem to go through the same painful bumps in the road. My hope is that, by analyzing and learning from others’ revision processes, I’ll be able to find the beating heart of my story more directly and with fewer bumps. Perhaps each of these questions I identified can become the basis for one pass through the manuscript. Perhaps I can infuse my intuitive process with some of this analytical knowledge.
My lecture was part of a panel discussion of picture books with four amazing students I studied with during the Picture Book Intensive (PBI) semester. Together we wrote, critiqued, and analyzed picture books in an online forum, as well as working one-on-one with our faculty advisor, the talented Liz Garton Scanlon. I found the PBI discussions to be more demanding and focused than monthly writing groups. It fostered deep thinking and valuable insights.
With my lecture done, I received a PBI certificate, since this semester can be taken separately from the whole MFA program. I was also thrilled to receive the Beyond Words Scholarship! It’s awarded to a student who demonstrates a passion and commitment to picture books. Now, to use my new knowledge of this genre, I’ll be reviewing picture books for Canadian Children’s Book News as well as continuing to write my own.
I’m now back at my desk and diving into my pile of second-semester work. In this semester, my advisor is a writer with great heart and instinct—Amanda Jenkins, author of the Printz Honor Book Repossessed, among others titles. I’m super stoked to dive into how to better connect to my characters and convey emotional depth on the page, which are my goals for this semester.
Taking this MFA program is the best gift I’ve ever given my writer self. It’s a transformative experience, and I’m so grateful for it.
Want more? You can read Part 5, Part 6, Part 7, Part 8, and my final MFA post.
by Karen Krossing | Jan 23, 2018 | Mentoring, On Writing
Note: Many writing friends have asked to hear about my MFA journey, so I’ll be posting about it regularly. To read Part 1, go here.
My first six-month semester at the Vermont College of Fine Arts (VCFA) started with a ten-day residency in snowy Montpelier, including dorm life with a roommate who was wonderfully matched to my habits, cafeteria food that I did not have to make or clean up (thankfully), and lovely welcoming traditions designed to help me make the most of my residency. It was a jam-packed schedule of inspiring and insightful lectures by faculty and graduates, readings by everyone, nuts-and-bolts workshops, and so much more.
During the residency, they have a saying: “What happens at VCFA, stays at VCFA.” It’s a time to focus on craft rather than Instagram posts and Tweets. So what is it like? It’s mind-bogglingly busy. I could barely text my family, or remember where to be next. It’s event after event with generous, enthusiastic writers in rooms that are steeped with creative energy. It’s a marathon of insights and laughter with people who love writing for children as much as I do.
For me, winter feels like a great time to start an MFA. To borrow from Persephone imagery, the seeds are resting under the snow in preparation for spring, and my ideas are gestating too, ready for the deep exploration of writing craft that will bring them new life.
So how does the program work? I’ve created my own independent study plan for this semester, with the help of my wonderful faculty advisor, Liz Garton Scanlon, author of numerous books for children, including the Caldecott-honored picture book All the World, illustrated by Marla Frazee.
Here’s what my study plan includes:
Process Discussion
I’ll have an ongoing discussion with my faculty advisor about my writing practice and process, including drafting, revisions, frustrations, and successes.
Creative Writing
My focus this semester is on writing picture books. I’m stretching my writing muscles to try a totally new genre, which is scary and fun because I have a LOT of picture books to write over the next six months.
I’m particularly excited about this writing because I’ll be able to both write and revise manuscripts, based on feedback. I’m fascinated by the revision process, since so much of our craft lies in that stage.
Reading
This will include an annotated bibliography of all the books I read, so that I’m reading with an eye on writing craft (i.e., what works and how I can use these techniques in my writing).
Critical Essays
I’ll be writing monthly critical essays on topics that relate directly to my writing craft. These are not papers on literary analysis, but on craft analysis.
To tell the truth, the critical work didn’t appeal to me when I was first considering this program. I wanted to focus on my creative work. I wasn’t an academic. But after I wrote a critical essay for my application, I began to understand its value. I wrote about establishing multiple point-of-view characters (using Caroline Pignat’s wonderful young-adult novel Shooter), since I’m currently writing a novel with three points of view. As I wrote my first draft, I kept thinking about my essay, and I feel it helped me hone my various points of view. I can just imagine how much my craft will improve as I incorporate more analysis into my writing practice. I’m already a convert.
Critiques
As part of the Picture Book Intensive semester, I’ll also be interacting with four other writers at various stages of the program in an online forum, where we’ll critique one another’s work and share insights from reading and analyzing books. I’ve been workshopping with these students during residency, and we’re already a tight-knit group. I trust their insights, and I love their enthusiasm.
Back at home now, I’m diving into work and trying not to worry about the crazy amount of writing I’m aiming to accomplish between now and mid-June. Hopefully, I can get my sea legs quickly and balance all I want to accomplish. Then I’ll head back to Vermont for my second-semester residency in July, which I’m already looking forward to.
Want more? You can read Part 3, Part 4, Part 5, Part 6, Part 7, Part 8, and my final MFA post.
