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Tuesday, September 30, 2008

Essay: A Bookish Life I Will Always Cherish

By Jamie Quaranta

There is something about my childhood that I think you should know. When I was just two years old, I was diagnosed with a mild form of autism known as Asperger's syndrome. I had trouble talking with others. I had trouble with my handwriting. And, you guessed it, I had trouble reading.

But, you'll be happy to know that I did improve upon my reading skills when I was handed my first children's book in preschool at the tender age of four. I can recall a "pop-up" book collection about a miniature Golden Retriever known as Spot. These "pop-up" books made it much easier for me to read the words as well as navigate each vibrant page, each of which contained a hidden object that led to the clues Spot was so eager to find. There was one "pop-up" pocket-sized book, in particular, in which Spot had to find his bone for dinner. I had to "lift" a "golden toy chest," "open" a "kitchen closet," all until he finally found his bone back in the "toy chest!" The words in these books were by no means powerful, but they were still a critical tool for my all-important cognitive skills in every sense of the developmentally delayed word.

Perhaps no other children's book collection, however, had a more profound impact on my childhood (and in my later years in life) than the Berenstain Bears. They "lived down a sunny dirt road in Bear Country," but the lessons they taught me, as well as every other friend and relative of mine, were of great, if not astronomical, importance to life itself. My all-time favorite in this series is "The Berenstain Bears Get the Gimmies (1988)." It teaches you how not to be greedy when you're at the grocery store, the retail store, and even at home. I realized that I should never ask for more money and/or more candy and other "addictive" material things because, as I began to realize at the end of the story, asking for more and more on a continual basis can be embarrassing and totally impolite. In other words, I realized it was important for me to be grateful for whatever I have rather than what I don't have, which continues to be my most moral status quo to this day.

Although I did love reading children's books in preschool and elementary school once I got the hang of their colorful words and illustrations, I hate to admit that my middle school reading experiences were less than fulfilling. I had trouble reading slightly more intricate chapter books like Daniel Keyes' "Flowers for Algernon (1966)," S.E. Hinton's "Rumble Fish (1975)" and "The Outsiders (1967)," "The Lord of the Rings" trilogy, and many other stories tailored for young adults; they simply didn't contain any pictures. I also had to start doing more detailed book reports not just on the stories themselves, but on the broad, sometimes taboo, themes they emphasized as well. What I did find fulfilling about "Algernon," however, was that it was about a man with severe mental retardation; I began to realize that being retarded was a chronic medical condition and not merely another indirect, derogatory synonym for acting stupid. Although "Algernon" was still dated in its depiction of the medical treatment the protagonist received by the time I reached my "tween" years, I no longer treat others with developmental disabilities the same way again, but in an inspiring and uncondescending way, that is.

Summer reading was no fun for me in both junior high and high school. I had to read stories mandated by my teachers or, better yet, my hometown's Board of Education committees. I had to write increasingly intensive essays that didn't pertain to my simplistic, or rather juvenile, style of writing. I had to make sure everything was done right before the first school bell rang on the first day of school. The list went on and on.

But what was deeply ironic about my adolescence was that I did, indeed, become a much better writer. The books I had to read in school may have been insignificant or less than satisfying, but that, by no means, interfered with my collective, self-reflective diaries. I always wrote in my journal about how I was feeling about my education and personal life, as well as how others perceived me in the process. I also began to teach myself about how to write solid non-fiction essays, for that meant something even more self-sustaining altogether.

But who deserves credit for this improvement? Well, I would have to admit that it was my high school English teacher who made me much more enthusiastic about my reading and writing both in and out of the classroom in the end. She truly cared about my potential to rise to the top of my special education class. She knew I literally had a learning disability that was hard to classify or explain, let alone admit to others openly. More importantly, she realized just how difficult it would be for me to succeed beyond high school. The rest is history.

I am now an avid reader and writer. I'm not much of a fiction lover, although I do read some bestsellers like "The Da Vinci Code (2003)" when I have spare time, especially at night. Most of the time, however, I like to read a diverse range of non-fiction treatises and "novels," even if they are for "escapist" pleasure rather than as academic food for thought. But even more important than my current reading habits are the ways in which I write. I'm no longer apprehensive about writing scholarly essays and book reports, so I'm no longer writing in my journal on a daily basis. Although I still struggle with my writing in terms of finding the most appropriate style and syntax, I would have to admit that improvement is no substitute for continuing to explore new avenues and pathways for as long as I remain most literately competent.

But do I still read a favorite book from my childhood that continues to be in my collective self-consciousness? You bet. I happened to (and still happen to) memorize almost every single gem of a line in Dr. Seuss' "How the Grinch Stole Christmas (1957)." I'm sure I'm not the only child still at heart who can do I what do at my Grinchy best. So, that said, it's always comforting to know that even the most trivial of all things wordy can live in your heart forever for whatever reason you make it to be.

ABOUT THE WRITER

Jamie Quaranta has a Bachelor of Library and Information Science degree from Southern Connecticut State University in New Haven, Connecticut.

As a journalism student at Housatonic Community College in Bridgeport, CT from 2003-2007, he received numerous accolades from his friends, teachers, colleagues, and relatives alike for his outstanding amateur writings in a diverse range of styles, including creative non-fiction essays. In addition, he worked as a staff writer for the renowned two-year school’s student-run "Horizons" newspaper, where he specialized in arts-and-entertainment reviews, editorials, health news briefs, and other genres.

redtaglibrary@yahoo.com

Monday, September 22, 2008

Review: A Very Special Christmas With Grandma by Leanne Bush

By Bettie Corbin Tucker

Merry Christmas! Every December many people around the world utter these words to one another as they look forward to the wondrous holiday season. In A Very Special Christmas with Grandma, Leanne Bush charms readers with the story of young Sarah who visits her grandmother for an entire week before Christmas. Readers will find themselves wishing that all children could have the same experience as Sarah-and by writing this book, the author has made this possible. Other children, along with Sarah, can experience an old-fashioned Christmas, with all its wonderful traditions.

From the moment that Sarah's parents leave their daughter at Grandma's house, it is a very busy time for this couple who are separated by generations but united by love. It is obvious that the grandmother and grandchild are very close as they happily work together on Grandma's "to-do" list to prepare for the yearly holiday. There are Christmas cards to prepare, and a tree to decorate. The tree is a real one given to them by a neighbor who lives on a large farm. The tree goes into a stand that holds water; it is Sarah's job to water the tree every day. The author describes in detail how they decorate the tree, going into detail about how they make a long chain from loops made of construction paper. Though I'm revealing my age, I remember doing this for our Christmas trees in grade school. It is fun and seems to look better than many modern decorations we buy from stores today.  
  
After the tree is finished, Grandma makes them some mouth-watering hot chocolate with her added ingredients of crushed peppermint candy and small marshmallows on top. Then it's time for bed so they can go to church the next morning. The rest of the week keeps them continually busy as they make various kinds of cookies and take some of them to a local nursing home where a group of people from Grandma's church sing Christmas carols to the elderly. The true "reason for the season" is not forgotten as Sarah helps her grandmother set up a nativity scene on the coffee table, and later, Grandma tells her the story of Jesus' birth.  
  
The week passes quickly as the two build a snowman, wrap Christmas presents, watch Christmas shows on TV, and read Christmas stories together. And on Christmas Eve, they hang up a stocking for Santa to fill with goodies for Sarah. Of course, they don't forget Santa, leaving the jolly old man milk and cookies. Before going to bed, Sarah's grandmother gives her a Christmas ornament and a special stuffed rabbit named Levi that she had received when she was a little girl. Grandma had kept him in very good condition. Now Sarah will need to do the same. 
  
On Christmas morning, Sarah discovers that Santa Clause has come and given her many nice presents. Later Sarah's parents arrive, and there are more presents to exchange. Then, after a delicious ham dinner with all the trimmings, it is time for Sarah to go home. She gives Grandma a very special hug and kiss, and of course, thanks her for the wonderful memories of such a special week. 

This book is excellently narrated and an adventure that young children should not miss out on. It is written in age-appropriate language for children who want to be read to as well as for children who are old enough to read the words all by themselves. Readers should thank the author for reminding children of the values of yesterday and the special bond that they can have with their grandparents. It is my recommendation that individuals buy several copies of this book for Christmas gift-giving. The children on their list will truly enjoy it-so will the parents and grandparents

Bettie Corbin Tucker is the author of seven books, book reviewer, former publisher and radio talk show host.

Monday, September 15, 2008

Review: American Diaries - Janey G Blue, Pearl Harbor 1941

By Carma Dutra

American Diaries: Janey G. Blue, Pearl Harbor 1941.
Author: Kathleen Duey

Janey is a 12 year old girl who has recently moved from Kansas to Hawaii with her family. Her father is a civil service worker at Hickam Field in Pearl Harbor. Her experiences and impressions of December 7 take place from Sunday, December 7 at 7 a.m. to Monday December 8, 7 a.m.

Janey loves the trees, fresh fruit and all the people on Oahu but she misses Kansas and her best friend Tilly even more. Besides, all the talk of impending war makes Janey nervous and scared. The evening before December 7, 1941 Janey writes in her diary "Last night after the Christmas concert the grown-ups got going about the war again. Holy Golly, I am sick of hearing it. Its bad enough we have to listen to the planes from Hickam Field drill all the time. Some pilots pretend to be invading and the others practice defending the harbor and the airfields and they all pretend to fight. It's so noisy that Pokey (dog) hides under the bed."

After the bombing of Pearl Harbor begins confusion spreads like wildfire. No one knows what is happening or where to go. Janey believes she must stay calm so her four year old brother will not be scared and her mother can concentrate on finding out what is happening at Hickam Field.

Through the words of Janey G. Blue, Kathleen Duey captures helplessness, fear and anxiety many people must have felt that fateful day; December 7, 1941. Kathleen Duey is an award winning author who has written more than 50 books for children, YA and adults. Thirty-three of these books have been historical and adventure fiction. She also novelized the DreamWorks movie Spirit: Stallion of the Cimarron.

American Diaries is a collection of books written in a similar fashion as a series except the characters do not repeat nor does the historical events. American Diaries books are about 140 pages in length and are written through the eyes of a twelve year old within a twenty-four hour period portraying some historical event or period.

Learn more about children's writing tips and award winning book reviews by visiting Carma's Window at http://carmaswindow.blogspot.com. Download the free EBook, "Unite to Write," a compilation of thirteen top expert authors as read on Ezine article directory and "Free Tips on Freelance Writing."

Thursday, September 11, 2008

Choosing Children's Books

By Robert Grazian

Children need to have a variety of reading experiences if they are going to learn to make good decisions. How to choose children's books for your students is going to be challenging task, but if you follow a few recommended steps, you should end up with a variety of good, informational and interesting books for them to explore as they become discerning readers and decision makers.

Start your search by looking at the covers of books, the first thing your students will see. Your younger students will appreciate a cover that has primary colors, is simple, yet eye catching. The title of the book should be short enough to catch the interest of your reader, yet long enough to tell him or her what the book is about. Photos and clear, crisp illustrations on the cover will appeal to your students and entice them to pick the book up and open it.

The next step in the process of how to choose children's books for your students is to review the topic or content of the book. Your young readers will want to read books that are interesting, full of fun and adventure. These students are surrounded by information and they will want to read books that are filled with accurate as well as reliable information. To verify this, check the references provided by the author, review his or her credentials, and look for evidence of background research on the topic being presented.

The final three items to pay particular attention to when learning how to choose children's books for your students are:

• Illustrations: Graphic or visual elements in a text are sure to keep the reader coming back for more as long as they are appropriate for the book. They should be large enough so the child can determine what they are but not so big that they distract from the content of the book. There should be captions and or titles that are simple, yet explain the graphic adequately.

• Organization: Children's books should be organized in a way that will provide a clear, smooth transition between text and illustrations. If the book warrants it, there should be a table of contents and a glossary that the young reader can easily navigate to find items of interest.

• Font size and Type: This is the final step in your quest to discover how to choose children's books for your students. Font size and type is important for a number of reasons, readability being the most important. For younger children, the letters should be large and the font style simple. Small, more ornate fonts will be hard to read, distracting them from their goal: comprehension of the material. Check the spacing and placement of the words on the page to be sure the students can easily follow the story from one page to the next.

Choosing which books your young readers will want to read should not be difficult, despite the sheer numbers of available books out there, as long as you follow the steps outlined here.

Robert Grazian is an accomplished niche website developer and author.

To learn more about children's books visit Rare Children's Books Today for current articles and discussions.

Wednesday, September 3, 2008

Review: A Walk in the Rain With a Brain

By Carma Dutra

A Walk in the Rain with a Brain is written by Edward M. Hallowell, M.D. This book is designed for four (read to) to eight year olds.

Children do not receive enough encouragement to develop their own unique talents, skills and attitudes. Dr. Hallowell's book, A Walk in the Rain With a Brain reinforces the important message that no brain is smarter than the other. Everyone is born with a brain and everyone can learn with their brain. The exceptional illustrations by Bill Mayer are richly drawn in a cartoon manner that young children will be attracted too as well.

The story's central character is a girl named Lucy who discovers a brain on the ground named Manfred (Fred for short) as she plays outside in the rain. Lucy asks Fred to make her smart. "Everyone's smart," Fred told her, "You just need to find out at what."

Fred tells Lucy about the time that his other brain friends used to feel they weren't smart but you'll have to read the story to find out what happened.

This imaginary tale is delightful and can be a helpful teaching guide for parents and teachers with its fact based discussion guide in the back of the book. Hallowell writes that with proper guidance every child can develop to the fullest of the talents that they are born with. Hallowell says "Not all kids know that brains run the show."

About the Author: Edward M. Hallowell, M.D. is a noted psychiatrist and an internationally acknowledged expert on ADD. Also Dr. Hallowell is director of the Hallowell Center for Cognitive and Emotional Health in Concord Mass. The center is an outpatient treatment center service children and adults with a wide range of emotional and learning problems.

Learn more about children's writing tips and award winning book reviews by visiting Carma's Window at http://carmaswindow.blogspot.com Download the free EBook, "Unite to Write," a compilation of thirteen top expert authors as read on Ezine article directory and "Free Tips on Freelance Writing."

Monday, September 1, 2008

Review: In Search Of Molly Pitcher by Linda Grant De Pauw

By Lillian Brummet

Peggy MCAllister receives an assignment from school that could lead her to win the Rattletop Award. Each year the winner's name is placed at the top of the list of engraved winner's names on a bronze plaque for the town to see for all time. Peggy is determined that she will have her name on this list, however she makes an unpopular choice for the competition that will involve more work than the other options she was presented with, disappointing her teacher immensely. But something about this name stood out for her and she followed her heart.

Peggy soon discovers that Molly Pitcher's historical documentation is difficult to locate and entire sections of the story of Molly's life are missing or contradictory - forcing Peggy to interview people who have studied this era. Peggy's mother isn't well and is overworked, however, since they live with Peggy's Grandfather, she has ample support for the research project. His former career as a private investigator proved to be invaluable for Peggy in finding contacts and learning how to follow leads.

The research techniques and journey through the mystery of who was Molly Pitcher and what Molly's story was, can actually serve educators and parents well in that it shows the pleasure of a good mystery and the pride of solving the puzzle. The author also reveals the importance of good resources and contacts for research projects. The storyline also allows for small lessons on what an essay is, tips for doing a research project, detailing the work involved and the joy of finding answers. Another interesting educational aspect to the story is learning about the famous historical character in the US known as Molly Pitcher. The book has several images of historical war paintings and a few illustrations as well.

Author and award winning historian Linda Grant De Pauw has written 4 published historical non-fiction novels, 2 fiction novels and 2 other books for young readers. Peacock Press of Casadena (Maryland, USA) published her most recent book for young readers, In Search Of Molly Pitcher in 2007. The eye-catching cover design for this book, created by Kim Jacobs, held my attention repeatedly while trying to read the messages there.

Unfortunately, there is no information in the book itself as to the eco-printing or eco-publishing options that many conscious publishers are embracing today. For this reason alone, I have deducted a half star. Overall I think this book will be a wonderful adventure for young readers.

ISBN#: 978-1-4357-0607-1

Rating: 4.5-out-of-5 stars

~ Lillian Brummet: co-author of the books Trash Talk and Purple Snowflake Marketing, author of Towards Understanding; host of the Conscious Discussions radio show (http://www.brummet.ca)