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Welcome and Questions for Melissa Stewart
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From: Megan Schliesman <schliesman_at_education.wisc.edu>
Date: Thu, 19 Jun 2014 08:48:39 -0500
A day later than planned*, I'm happy to welcome author Melissa Stewart to our conversation about "No Monkeys, No Chocolate." She welcomes your questons about the book.
Melissa, one of the things that I always wonder when I'm reading an outstanding informational book for younger children is how you navigate what to leave in versus what to leave out. I imagine the research you compiled for "No Monkeys" was significant. Do you start with a much longer draft and then figure out what to pare away in terms of information?
I'm also, again, struck by the crafting of the narrative. I think we generally assume that picture book authors--the best picture book authors--are very tuned in to how the words sound when read aloud, but I don't know if we always think about informational picture books in this way. In this book, you had the two levels of narrative (three if we include the bookworms). Do you think about both of the primary narratives with this in mind?
Megan
*Yesterday morning UW-Madison email service and internet sites were wiped out during a storm when a fallen tree took out power and the power backup to the university's main data center. It took all day and into the night to restore power and then various services. As a result, we were unable to post to CCBC-Net.
I'm happy to report things are back online. I want to thank Melissa Stewart for her patience.
Date: Thu, 19 Jun 2014 08:48:39 -0500
A day later than planned*, I'm happy to welcome author Melissa Stewart to our conversation about "No Monkeys, No Chocolate." She welcomes your questons about the book.
Melissa, one of the things that I always wonder when I'm reading an outstanding informational book for younger children is how you navigate what to leave in versus what to leave out. I imagine the research you compiled for "No Monkeys" was significant. Do you start with a much longer draft and then figure out what to pare away in terms of information?
I'm also, again, struck by the crafting of the narrative. I think we generally assume that picture book authors--the best picture book authors--are very tuned in to how the words sound when read aloud, but I don't know if we always think about informational picture books in this way. In this book, you had the two levels of narrative (three if we include the bookworms). Do you think about both of the primary narratives with this in mind?
Megan
*Yesterday morning UW-Madison email service and internet sites were wiped out during a storm when a fallen tree took out power and the power backup to the university's main data center. It took all day and into the night to restore power and then various services. As a result, we were unable to post to CCBC-Net.
I'm happy to report things are back online. I want to thank Melissa Stewart for her patience.
--
Megan Schliesman, Librarian
Cooperative Children's Book Center
School of Education, University of Wisconsin-Madison
600 N. Park Street, Room 4290
Madison, WI 53706
608/262-9503
schliesman_at_education.wisc.edu
www.education.wisc.edu/ccbc/
My regular hours are T-F, 8-4:30.
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Received on Thu 19 Jun 2014 09:22:09 AM CDT
