Reading Matters blog

Reading Matters

Doug Wilhelm is a full-time writer and an independent publisher in Weybridge, Vemont. His 13 novels for young adults include The Revealers (Farrar, Straus & Giroux, 2003), which has been the focus of reading-and-discussion projects in well over 1,000 middle schools; its sequel, True Shoes (Long Stride Books, 2012), and Doug's newest book, The Prince of Denial (Long Stride, 2013).

The no-lesson lesson: Thoughts on being required summer reading

This summer, every current and incoming student at Lincoln Middle School in Passaic, New Jersey has been reading my novel True Shoes. Lincoln is the state’s largest grades 7-8 middle school, with about 1,800 students, and school librarian Frances King is running a discussion forum on the library’s website, the LMS Library Link (http://fking.edublogs.org/), on which the summertime readers can comment, ask questions, and discuss.

Ms. King asked me to think about responding to some of the comments and questions, and this month I’ve done that a couple of times. The questions have been good, the comments generally thoughtful — only one kid, so far, has asked, “Why do we got to read in the summer?” Some responses, like this one, have seemed kind of surprised:

At first when our teacher said we had to read this summer I was so mad. I thought the book was going to be boring but it’s not. It turns out the book is very interesting.

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Does being a bad parent help you be a great writer?

One of the very first authors who really turned me on was William Saroyan, the warm jazzy humanism of whose novels and stories opened me up, when I discovered them in ninth-grade English, to what fiction writing can do. As much as Saroyan had meant to my own work, that was almost as much as I was dismayed and disappointed to discover that, as a father, he was a nasty piece of work. 

That’s the picture convincingly painted in Aram Saroyan’s 1984 memoir, Last Rites: The Death of William Saroyan as Chronicled by His Son. When I found that book in a library, many years after ninth grade, I hunched over it expecting to find the open-hearted energy that gives the best work of Aram’s dad a creativity-stirring impact not quite like anyone else’s, at least for me. But then here was Aram — whose own name William had pilfered to title his best-known story collection, My Name Is Aram, in 1940 — writing that his dad was cold, selfish, degrading, and just downright mean to his ex-wife and his children. I didn’t know what to make of that. I still don’t.

What brought this confusion back was reading an article, in the July 22 New Yorker, on four other memoirs by children of famous late-20th-century male novelists, each of whom seems to have make his work so complete a priority that his kids have, to varying degrees, paid the price. The books are Home Before Dark, 1984, by Susan Cheever; My Father Is a Book, 2006, by Janna Malamud Smith; Reading My Father, 2011, by Alexandra Styron; and the new Saul Bellow’s Heart: A Son’s Memoir, by Greg Bellow.

“Do great novelists make bad parents?” asks the subhead to James Wood’s article. Personally, reading his piece led me to ask a different question. How often would a woman novelist give herself permission to disregard, even degrade, her own children in favor of her work? 

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Gettysburg. Why the 150th anniversary of the great battle means so much

Today, July 3, is the 150th anniversary of the climactic third and last day of the Battle of Gettysburg, the horrific hinge on which our Civil War turned — as did, very arguably, the evolution of human rights on our planet.

If on this day the Confederate troops of Pickett and Pettigrew had broken past the Second Vermont Brigade at the Bloody Angle on Cemetery Ridge, there was very little to stop Lee’s army from pushing the 87 miles to Washington, D.C., to win the war and save the cause of slavery.

But that didn’t happen. The Union line held long enough for reinforcements to arrive — and today we are a (more or less) united country. In the 150 years since that awful day, we have advanced in our laws the human causes of ending slavery, of women’s right to vote, of civil rights and, just lately, of gay rights. This is a momentous anniversary, and our lives are all linked to it.

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One true sentence

The Manhattan Rare Book Company has a very short book for sale, from 1924. It has just 32 pages, and — you can see it here — it’s one of only 170 printed copies. The book was written by an unknown young writer, and most of its 18 “chapters” are just one paragraph long. The chapters are not directly connected, as in a story — they’re more like glimpses of scenes. Their language is simple, spare. You can buy the book for $39,000.

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Analog music is coming back. What does that say about digital reading?

I like to look for parallels between what has unfolded in the music industry and what seems to be happening in the book world. Music, its production and consumption, went digital a few years ago, and so to a great degree has the world of books and reading. The way we make books — from the writer transmitting the text for editing, to the publisher sending final layout to print — has entirely gone digital, and many of us readers — more and more, many say, an irrestistible wave — are reading books digitally. As with music listening, many say, the old way of reading is on its way out. Forever.

But hold on a second.

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If creativity is play, how can we make it work?

I figure you’ll find as much truth in humor as anywhere, especially in this age of “The Daily Show”; and Ricky Gervais has posted a good essay on the Huffington Post's humor page that’s about the vital link between creativity and play. “You have to let yourself go to be creative,” he writes. “... If you’re writing or directing, give yourself enough time to play. Play the fool. Goad. Shock. Laugh. Trip over something that isn’t there.”

This advice is excellent — but it also made me wonder. When your livelihood depends on your creative output, how do you still make it about play?

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Joe, Frank and Alex: the Hardy Boys vs. the Rider Adventures

There was a period when I was obsessed — were you? — with the Hardy Boys.

I look at my local library’s shelf-and-a-half that's crammed with the classic books, with their cheesy thin type on royal-blue spines, and everything comes back. The Hardy Boys was the first series I wanted to live in and never come out — just keep on sleuthing those mysteries that kept entangling Joe, Frank and their chums back in old Bayport, which for a classically friendly American town had a really amazing number of criminals and conspiracies.

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A young teacher, an awkward kid, and the turning of a key

Because I often visit middle schools as a writer of novels for young adults, I get asked questions. This is a great privilege. A lot are very interesting, and some recur: “How long did it take you to write the book we read?” “Is this story about you?” “Where did you get the idea?” I do my best to answer in ways that are both candid and interesting — but one question that kept coming up had me stumped, for a while. It was, “How did you get started writing?”

I had to think about that. I’d been a pretty good reader in elementary school, and in high school I got very busy on the school newspaper; but in between those times, something happened. What was it?

Then I remembered. It was Mr. Behr’s class.

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What books live on

When The Great Gatsby was published, on April 10, 1925, F. Scott Fitzgerald, living high in France after his early success, cabled Max Perkins, his editor at Scribners, and demanded to know if the news was good. Mostly, it was not. The book received some reviews that were dismissive (“F. SCOTT FITZGERALD’S LATEST A DUD,” a headline in the New York World ran) and others that were pleasant but patronizing. ... For a writer of Fitzgerald’s fame, sales were mediocre—about twenty thousand copies by the end of the year. Scribners did a second printing, of three thousand copies, but that was it, and when Fitzgerald died, in 1940, half-forgotten at the age of forty-four, the book was hard to find.
from David Denby’s May 13 review of the new “Gatsby” movie in The New Yorker

Thousands of books are published each year, and the truth is nobody knows which ones will live on — which will find a permanent place on bookshelves, in bookstores, in libraries and in our hearts and minds. Nobody knows.

In 1925, the year of Gatsby’s publication, these were the top five bestselling books, according to Publishers Weekly:

1. Soundings by A. Hamilton Gibbs
2. The Constant Nymph by Margaret Kennedy
3. The Keeper of the Bees by Gene Stratton Porter
4. Glorious Apollo by E. Barrington
5. The Green Hat by Michael Arlen
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Together in the land of picture books

After an exhausting day, with all the tensions that come up between small child and parent, at last you make it to bedtime. There’s still some low-key power struggling, because the child does not want that light turned out and the parent longs for the blessed sliver of personal time that follows this ritual. And then ...

Then you settle together into a picture book.

And in that closeness of reading out loud, in the sharing of a story, the pointing to favorite places on the pages and the gradual shared relaxation, comes the redemption of everything. These times can be so warm and sweet that, years later, they’re almost too poignant for the aging parent to remember. And if you should one day spot one of those favorite books, or hear about someone else’s read-aloud memories, it’s like finding the memento of a long-ago love affair. Because, really, that’s what it was.

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"You should write a story about ..."

Writing for young adults, and talking with middle schoolers on school visits, gives me glimpses like little windows into American life today. Early adolescents may not yet be paying bills or carrying mortgages, but they very often feel the crunch of family stress, and the tension between hope and fear or dreams and despair, more intensely than they ever will again in their lives. They see things clearly — often things they can only live with, that they have no power to change.

Last week I shared some entries that middle schoolers had made in my pocket notebook, after I'd talked with them at their schools over the past year or so. Today I’m looking at a small stack of lined paper, each sheet the size of an index card. Eighth graders at a school in suburban-rural New Hampshire each wrote an idea for a realistic novel on one of these pages, after we talked recently. Their teacher then sent the stack to me.

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What middle schoolers have written in my pocket notebook

If you were to make another story Mr. Wilhelm I think I would be an interesting character because I am fabulous and myself. I am bold and out there. My name’s Nathan. I am friends with 8th grade girls middle popular. 7th grade popular girls, middle popular. I can’t ever be mean because I feel too bad after the fact. Guys that are jocks make fun of me and I am a good singer (decent), play trumpet, do drama, and that’s me.

That’s written in purple ink on a slip of notebook paper. On a school visit recently, a boy came up after a classroom session and handed it to me.

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The scalding messages of cyberbullying — and one student group's antidote

I write for middle schoolers, and here’s a sample of what millions of them are reading:

honestly no one cares for you even your parents don’t want you, there gunna put you in care

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Stories that restore: appreciating good comic novels which are hard to find

I’ve had the flu this week, and when I don’t feel well I turn to humor. Written humor, not YouTube videos (though I’m not averse to those, and I’m a regular online watcher of “The Daily Show”). I have a bookshelf that’s a collection of the American humor writers who have meant a lot to me, from Robert Benchley and James Thurber to Calvin Trillin and, yes, Dave Barry — but the guy I love most when I’m sick was English. P.G. Wodehouse.

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Reading the moment: my long, stumbling search for mindfulness

When I first saw that mindfulness, the practice of moment-to-moment awareness, can make your life suddenly snap to life, I was walking on a street in New Delhi on an ordinary morning, in the neighborhood near the railroad station where the travelers’ hotels are. I was 22, and I thought: I just figured it out.

I had come to India, as was not uncommon back in the mid-70s, from western Europe by overland bus in the company of hippies, mystics and other motley travelers. Weighing down my backpack was a load of books on Indian philosophy and Buddhism and the like. (The backpack is in the attic now, somewhere. One of the books is still on my shelf.)

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"Write Alive!" My new videos on the key ways to open up the creative process

Innovation and communication are keys to success in the 21st century economy, and employers consistently call for schools to develop these skills in young people. But among the toughest challenges that educators face is how to do that well — especially how to teach the creative process, the more so at a time of bone-cut curriculum budgets.

As an author of 14 novels for young adults, and a self-employed professional writer for almost 30 years, working with the creative process to get stuff written effectively is what I do. Can I share what I’ve learned about how to do it?

I think I can — and I believe I just have.

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Here's a Holocaust survivor's book that challenges — and connects

Although he wrote and published 39 books, the Viennese psychiatrist, neurologist and author Viktor Frankl is known around the world for just one. He wrote that one fast, in the first months after he was liberated from three years in Nazi ghettos and concentration camps during World War II. The Holocaust had taken his wife — who died in Bergen-Belsen, as did Anne Frank — along with his father, his mother, and his brother. In its original German, the book Frankl first published in 1946 is called Trotzdem Ja Zum Leben Sagen: Life in Spite of Everything. Its English title is Man’s Search for Meaning.

Fifteen years after Frankl’s death in 1997, Man’s Search for Meaning is ranked 193 on Amazon.com, where it has 900 customer reviews.

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Why message and meaning are opposites

I want to write about meaning. I know you’re not supposed to.

You’re supposed to be ironic, to pretend you’re too clever for any direct discussion of meaning, for God knows what pitfalls might await if you ever went there. But as I’ve visited middle schools around the country in recent years, to talk about my book The Revealers at the end of all-school or gradewide reading projects, I’ve found myself talking about meaning — in front of a crowd, no less, of adolescents.

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Learning to craft sentences from a master

I began to fall in love with sentences when I had my first writing job, as a young, deadline-dependent reporter on a weekly paper in New Jersey. For this burgeoning love I had a matchmaker. He was the same one lots of young American writers had. His name was E.B. White.

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Developing a YA novel about a real town, with help from kids who live there

This morning I got an email from an eighth grader in Ohio who had read my YA novel Falling for her advanced language arts class, and would get extra credit if she could get my responses to some followup questions. Falling is set in a real community, the place where I was living and raising my son when I wrote it — and this reader's questions related to the experience of developing a novel in, and about, the place where you're living. 

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