“How A Book Is Born” is a
guided tour of writing processes common to narrative,
descriptive, expository, and persuasive writing. It
is an instructive, motivational tour that explains
and illustrates techniques to:
• find, capture, and develop
ideas;
• organize writing elements;
• overcome writer’s block to complete
writing assignments promptly;
• produce writing that is clear, concise,
cogent, and compelling;
• enliven and strengthen writing with
similes, metaphors, analogies, personification;
• avoid common writing pitfalls that can
make writing seem difficult;
• create and merge illustrations;
• benefit from the reading/writing
connection;
• use journals to strengthen “whole
brain” thinking and writing skills.
• How does “How A
Book is Born” differ from other curriculum
enrichment programs?
“How A Book Is
Born” fleshes out and complements all
reading and writing programs, including
Four-Blocks™, Four-Square, John Collins
Writing, Six-Traits, Balanced Literacy, and
combined approaches at any level. It goes beyond
theory and provides students with tools and
techniques used in creating award-winning books
that have made and topped bestseller lists.
Students benefit by seeing firsthand how authors
apply those writing techniques in our work.
In the core program, students see entertaining
illustrations of how we find, capture, and
develop ideas into finished stories. They see how
artists develop illustrations and how the writing
and art are merged to produce a finished product.
Students see that effective and successful
writing is accomplished by rewriting, revising,
and editing. The point is graphically reinforced
with art elements which they see evolve from
rough doodles and early sketches into full color
illustrations. I explain the challenges writers
and artists face in overcoming initial inertia
and emphasize the importance of taking that first
step — getting started. Because I share from
my own experiences with my own books, I am able
to adapt my programs to the specific needs and
interests of each group and to provide personal
anecdotes to encourage and motivate the students
in their work. The program includes an overview
of book production and an explanation that books
are only one of many expressions of writers’
work.
At the end of the program, I answer
students’ questions and invite them to send
me more questions by snail mail or e-mail. Some
teachers send me lists of questions from
students. Others send me envelopes filled with
letters students write as a classroom writing
project.
“How A Book Is Born” flows out of
workshops I created for writers aspiring to write
for publication. Workshop content was adapted for
students when teachers using The First Forest in
language arts, graphic arts, conflict resolution,
and to address environmental issues invited me to
provide writing programs at their schools. The
program has now been presented to more than
500,000 students across the United States and
abroad.
• How is the program
structured?
I have several versions of
the program and adapt the material for each grade
level or age group. For younger students, the
program focuses on reading and is designed to
motivate them to develop reading power. For older
students, the program focuses on writing and
includes writing tools and techniques. I share
from my own experience as an uncooperative
student. My goal is to reach students with the
same negative attitude I had. I know that, when I
reach those students, the rest will come along.
• How are classes grouped
for the programs?
Most K-6 principals group students
K-2, 3-4, and 5-6. In K-8 schools, students are
grouped K-2, 3-4, 5-6, and 7-8 or K-2, 3-5, 6-8,
depending on enrollment. Other groupings are
sometimes used because of time constraints, but
grades two and below should not be grouped with
grades three and above because of the differing
program content and approach. A shorter, separate
kindergarten program is offered and is
recommended for first semester kindergartners.
Middle school, junior high, and high school
student programs require no special grouping.
• How long does the
program run?
Each session runs about 40
minutes for the basic presentation and an
additional 15 minutes or more for questions and
answers.
• What is the fee for the
program?
The fee for the program depends on
how many presentations I do, whether the schedule
includes related CEU/CPDU staff development
sessions and evening programs with parents,
whether the visit is coordinated with
participation by other schools, travel, lodging,
etc. Because of the numerous variables, the
fastest way to determine your exact fee is to
call Donna at 815/968-6601 weekday mornings or
use the “Contact Us” link at either
www.johngile.com or www.jgcunited.com. We realize
that many schools do not have active PTO’s
or funds for curriculum enrichment and teacher
development, so we have developed ways to assist
schools with program costs. Donna will work with
you and your budget.
• May schools combine for
the program?
Yes, I frequently spend
the day visiting two or more schools in the same
community.
• Where do you conduct
the program?
I have presented the program in
gymnasiums, cafeterias, learning centers,
classrooms, assembly halls, auditoriums, and
library meeting rooms — and outside on a
California hillside.
•
How does “How A Book Is Born” differ from
your writing workshops?
“How A Book Is
Born” is designed as an assembly program,
but I also do hands-on writing workshops for
students and for teachers. I present a condensed
version of material from my day-long program,
“The Writer’s Workshop.” The
sessions include excerpts from: “Mining the
Gold in Your Own Back Yard” — the
process of recognizing, capturing, and developing
the writing ideas that are all around us;
“Overcoming Writers’
Procrastination”— analyzing and
overcoming factors that interfere with writing;
“Writing With Power” — techniques
to make your writing come alive. For teachers, I
add material on motivating students to write.
•
Are you available for Author-In-Residence Programs?
Yes. Extended presence maximizes
opportunities for working with students in small
groups, for addressing the interests, needs, and
questions of individual students, and for putting
theory into practice by writing a book or books
together as classroom projects. It is beneficial
both for students who hate writing and for
students who love writing. Extended presence also
maximizes opportunities to address concerns of
teachers and parents and to answer their
questions more fully.
•