393909: Picture Book II
WRITING-X 441.2

Live class meetings using Canvas Zoom on Wednesdays from 5PM-8PM Pacific Time.

This workshop takes you beyond the picture book basics and teaches you to master the specific craft techniques used in creating successful picture books, including strong beginnings and endings, the power of the page turn, audience participation, engaging language, humor and musicality. Short writing exercises help you develop a deeper understanding of each of these techniques and their purposes and prepare you to undertake your main project for the course: a picture book manuscript. You engage in an ongoing feedback process overseen by the instructor, which provides a "safe zone" for discussion of student work and helps you hone your own critique skills. The course goal is to complete a picture book manuscript.

Students will:

• Review the basics of the picture book genre
• Study various picture book structures
• Workshop manuscripts within a safe and structured critique group
• Engage in writing sprints
• Enhance craft and revision strategies
• Expand craft skills – language, pace, plot, theme, voice, POV, etc.
• Develop a character bible and a collections journal
• Analyze beginnings, middles, page turns, and endings of picture books
• Learn about the publishing industry 

By the end of this course, successful students will be able to:

• Intelligently engage in today’s picture book market with peers, agents, and editors
• Form healthy and productive critique groups
• Evaluate various picture book structures to find the best fit for each manuscript
• Transform protagonists from cardboard to memorable characters
• Use craft skills with more pizzazz (language, voice, POV, pace, tension, timeclocks, etc.)
• Incorporate tricks to create dynamic openings, middles, and endings
• Complete at least one revised manuscript
• Utilize a collections journal to stretch ideas
• Query an agent and/or editor

Materials

Collections Journal: Required Supplies

Notebook(s) and Tabs

Please come to the first class with a notebook and Avery Writable Ultratabs to make your collections journal.

What's a Collections Journal? It’s where you will keep a collection of delightful words, phrases, character names, *ideas*, colors, sounds, smells, misbelief systems, turns of phrases, and other “things.” We’ll discuss and put this together during week-one, so please be prepared with supplies.

Supplies needed to make a collections journal: 

• Delightful notebook of your choice: Choose a notebook that makes you happy 😊. You’ll write in this daily (forever to be referred to as your collections journal). Let this be an actual paper notebook rather than your computer or phone. Writing with a pen or pencil will engage your brain in a different way than typing. 😊
• Avery Writable Ultra Tabs: You will use custom tabs for your collections journal so you can stick them in the notebook and assign as many or as few pages to each section as you’d like. For example, I might allot eight pages for character names but only three pages to smells. Please have your supplies in hand for our first meeting. You can purchase tabs at an office supply store or via these links: Avery Writeable Ultratab ; More tabs . Avery Multiuse Writeable Ultra Tabs.

Regarding a second notebook, you may keep class notes on any device or paper notebook that you’d like, but please allow the “collections journal” be a separate entity that is a tactile experience.

Picture Book Dummy making kit = Pen, Paper, and Pencil

You will need 8 sheets of paper, one sheet colored or construction paper, scissors, a stapler, and a pencil. If you want to be fun and fancy, please feel free to use markers, colored pencils, decorative paper, and colored masking tape. **Please note: Don’t worry! Stick figures and drawings that only you understand are just fine! A picture book dummy isn’t about winning an illustration contest or being able to draw. It’s for you to understand through feel the pace, page turns, and more.

Picture Book Dummy Kit – Round Two. Template Form

Another picture book dummy form is the template. I like using the free template designed by illustrator Debbie Ridpath Ohi found here.

Reading Log Template

Each week, you’ll turn in a reading log. You'll list the books you read and your reflections. You'll also list an article you read and your reflection (this will keep you "*fresh* as a solid literary citizen).

Below, please find a reading log template to serve as an example of how you'll track your weekly reading. Format it by centering the following information at the top of the page:

1. your name
2. date you turned it in
3. week # this assignment is prepared for

Kim Tomsic, October 7, Week #1

Write one reflection of one book from your reading log (your choice): e.g., In Z is for Moose, the author uses the “rule of threes” to introduce the first three letters of the alphabet, and then the pattern changes with “D is for Moose,” which comes on the page turn. It’s a nice set-up for the humor that shows up in this funny alphabet concept book.

Weekly Article: Name the article title and your reflection. Your reflection could be a few sentences or a paragraph. The Truth is There: Creative Approaches to Informational Books for Young Readers by Kate Messner. Please share a reflection. 

Attendance & Participation: Your active attendance is essential to your overall success. Not only will each class build on and expand your craft skills, but attendance will also help you foster a trusted community. Publishing is a small industry, so it is ideal to move forward with colleagues. Your presence matters. Attendance gives you the opportunity to learn, express yourself, ask questions, and gain insight from colleagues and facilitators. Participation includes responding to discussion posts and providing peer critiques.

Attendance & Participation Weekly Rubric

Homework: Homework will not only develop you as a literary citizen, it will also contribute to the building blocks of your knowledge of craft. Like witnessing a magician reveal the tricks of her act, exercises and reading will help you identify and discuss elements that add to a picture book’s particular enchantment. Reading, exploring, discussing, and dissecting different types of picture books will help you unravel the craft tools that we discussed in class. It’s your chance to see craft put into action. This process will add to the development of your own skills.

Homework Reading Log:

1. Reading (next to critiquing) is one of the quickest routes to becoming a great writer. Read eight picture books of your choice per week + read and reflect on one article per week.
2. Write weekly reflections
3. Write in your “collections” journal and share with peers

Homework: Weekly Reading Log & Formatting Rubric

Manuscripts and Classroom Peer Critiques:

Writing your manuscripts and critiquing your peers might be the most important parts of stretching your skills. Most notably, your craft and growth as a writer will be supercharged by learning how to be an excellent critique partner as both a giver and as a receiver. Critiquing forces you to think and talk about craft—what specifically works, why it works, and what are the specific missed opportunities or what doesn’t seem to work, and specifically why it doesn’t. Please remember that feedback on your fellow students' stories is most helpful when you share specific, craft-centered points.

We will build a safe, growth-centered atmosphere and treat one another with respect while also providing authentic, specific, craft-centered feedback using the “sandwich” method. Don’t fret! We’ll discuss in detail how to do this, and we‘ll cover strategies for becoming a great critiquing partner. And YES, we’ll chat about all-things-critiquing prior to diving into one another’s work. Examples below and more to come in class!

Manuscripts and Peer Critiques Rubric (weekly as per syllabus)

Late Work Policy: Assignments are due according to deadlines. If for some reason you are unable to meet a deadline, please contact me beforehand, letting me know that you have a conflict or emergency. Because we are a class that engages in live workshops that cannot be recreated, workshops cannot be made up. Missing a workshop will result in a zero. Because students rely on one another to receive workshop materials on time, if you are assigned to submit materials for a workshop and do not turn materials in on time, you will receive a zero for that portion of the assignment.

Breakdown

Grade Status & Admin Questions: Please contact the Writers Program at 310-825-9415 or [email protected] for questions about changing your grade status, administrative questions, or refund questions. 

Grading Philosophy:  We all start from different places and with varying abilities. Furthermore, creative work is highly subjective. Your grade will not depend on if your project is deemed publication ready. Instead, your grade will be centered on doing the readings and homework assignments with gusto, turning in writing prompts and projects on time, class attendance, participation, using craft specifics to provide quality critiques, following the formatting instructions so that you create good industry habits, participating in the discussion prompts, and responding to peers.

Criteria

Grading is based on the following criteria as noted in the rubric:

1. Attendance 20%
2. Weekly reading log & collections journal 20%
3. Discussion Boards 20%
4. Assignments 20%
5. Workshops 20%

My Personal Inclusivity Teaching Statement:

As Kate DiCamillo once said, writing for the young is a sacred task. I am a firm believer that children’s books can serve as important windows, mirrors, and doorways for readers to embrace empathy, see others more clearly, or be seen (shout-out to Dr. Rudine Sims Bishop and her seminal essay, “Mirrors, Windows, and Sliding Glass Doors”). Diversity includes but is not limited to R.O.A.R.S. (Race, Orientation, Abilities or Disabilities, Age, Religion, Sexual identity, and Socio-economics status) and is a vital part of the strengths of a community. We are richer and better together.

I care about amplifying diverse voices, I care about respecting your voice, and I care about cultivating a positive atmosphere where you feel seen and heard.  Our classroom will be a warm, welcoming, inclusive environment and a safe space for you to share your ideas and improve your craft. If you ever experience anything different, please let me know and I will remedy the situation immediately. If you are more comfortable contacting the leaders in the writing program, please reach out to [email protected] . Your concerns will become our priority.

Inclusivity Guidelines & Policies:

The Writers’ Program commits to creating a welcoming, inclusive learning environment for all students. The study of writing requires students to craft, share, and discuss works by established authors as well as peers in the classroom.

Oppressive content is never appropriate in our classrooms. If you feel content presented by me or another student is oppressive, please let me know or you may contact the Writers’ Program Student Affairs Officer, Email: [email protected]            Phone: 310-825-9415.

If you encounter language, ideas, opinions, and perspectives that do not align with your personal beliefs to a degree that you cannot in good conscience fulfill the expectations of the assignment, please let me know and we will discuss an alternate activity. If you need to discuss further with the Writers’ Program Student Affairs Office, please contact for further support. Email: [email protected]            Phone: 310-825-9415

Attendance and Participation: 

Attendance at the weekly meeting time is required. Your active attendance is essential to your overall success. Not only will each class build on and expand your craft skills, but attendance will also help you foster a trusted community. If there is an emergency or you have a commitment you can't change, please do your best to let me know in advance. Please make sure you still turn in your assignments, workshop feedback, etc. on time.

Good participation is demonstrated through regular and thoughtful contributions to the weekly discussions, writing workshops, and in class exercises.

Late Work Policy: 

Assignments are due according to stated deadlines. I’m rooting for you to do well in this class and expect all work to be turned in on time, however I understand that emergencies happen. Please reach out and let me know if you have a conflict or emergency. All late work requires prior approval to receive credit.

Discussion posts and responses to students submitted after the deadlines will not receive credit.

Manuscripts and Classroom Peer Critiques:

We will build a safe, growth-centered atmosphere and treat one another with respect while also providing authentic, specific, craft-centered feedback using the “sandwich” method. Don’t fret! We’ll discuss in detail how to do this, and we‘ll cover strategies for becoming a great critiquing partner. And YES, we’ll chat about all-things critiquing prior to diving into one another’s work.

Our classroom will be a warm, welcoming, inclusive environment geared at encouraging you to share your ideas and improve your craft. If you ever experience anything different, please let me know and I will remedy the situation immediately. If you are more comfortable contacting the leaders in the writing program, please reach out to [email protected] . Your concerns will become our priority.

Grade Disputes:

If you believe your grade is an error or has been calculated unfairly, please contact me to discuss further. If you feel unsatisfied by our conversation, please contact the Writers Program.

Grade Status & Admin Questions:

Please contact the Writers Program at 310-825-9415 or [email protected] for questions about changing your grade status, administrative questions, or refund questions. 

Planning Your Study Time:

You will spend 3 hours per week in class and additional hours outside of class reading, writing, revising, reflecting, critiquing, and collecting.

Technology Issues:

In the event of technology failures, students must contact me.

Please also contact ZOOM support or Canvas Support to address the technology issue. You can reach Instructure for general Canvas Support by clicking on Help (located on the menu to the left) or you may reach the UCLA Extension Learning Support Monday through Friday, from 8 AM to 5 PM (Pacific Time), except holidays, at [email protected].

The Writer's Workshop

Instruction in the Writers’ Program follows the guidelines established by the Association of Writers and Writing Programs (AWP) guidelines for the teaching of creative writing, which include a “challenging writers’ workshop” as a hallmark. They define this as

…a seminar in which students critique one another’s work under the mentorship of an accomplished writer-teacher. The workshop is writing intensive, offering each student multiple opportunities for submission and revision of creative work. (AWP)

This method of instruction is considered the gold standard for developing writers at all levels of expertise, and workshopping is a key learning tool in nearly every course offered by the Writers’ Program. Workshopping teaches you to read and respond to written work from a variety of perspectives, and hearing critique of your own writing will help you understand how successfully your work achieves your goals. Every student is expected to participate fully in workshopping activities as defined by and guided by Writers’ Program instructors.

Scope of Work for Instructors

Each Writers’ Program instructor has signed an agreement to teach the curriculum in their course, following a syllabus of their own design with approval by the Writers’ Program director. Instructors are never obligated to read, review, critique, respond to, or otherwise address student work that has not been developed for their course or in response to specific assignments in their course. Individualized instruction like this falls into the category of a consultation, which is a separate service your instructor can provide through special arrangement with the Writers’ Program.

Underage Students

As UCLA's principal provider of continuing education, the majority of UCLA Extension courses are designed for the post-baccalaureate professional-level student. Enrollment is therefore reserved for adult students 18 years of age and older. All minors who enroll in a Writers’ Program course are subject to withdrawal and refund of enrollment fees.

Students are subject to disciplinary action for several types of misconduct or attempted misconduct, including but not limited to academic dishonesty, such as cheating, multiple submission, plagiarism, or knowingly furnishing false information to the University; or behavioral misconduct, such as theft or misuse of the intellectual property of others, harassment, or disruption of the learning environment.

All published and unpublished material, whether in manuscript, printed or electronic form, is covered under this definition and includes the use of material generated wholly or in part through the use of artificial intelligence (except when the use of AI has received prior authorization for assessment as a reasonable accommodation for a student’s disability, or when the use of AI is a specified part of the coursework, e.g. data science or user experience). Students are encouraged to familiarize themselves with the Student Rights & Responsibilities Policy and to report concerns.

In accordance with the Americans with Disabilities Act of 1990, UCLA Extension provides appropriate accommodations and support services to qualified applicants and students with disabilities. These include, but are not limited to, auxiliary aids/services such as sign language interpreters, assistive listening devices for hearing-impaired individuals, extended time for and proctoring of exams, and registration assistance. Accommodations and types of support services vary and are specifically designed to meet the disability-related needs of each student based on current, verifiable medical documentation. Arrangements for auxiliary aids/services are available only through UCLA Extension’s Service for Students with Disabilities Office at (310) 825-7851 or by email at [email protected]. For complete information, please visit Accessibility and Disability Services.

The interim grade Incomplete (I) may be approved for a student who has completed the majority of the course requirements, with passing quality (grade C or higher), but is unable to complete a small portion of the coursework by the course end date for good cause. For courses in which an Incomplete may be allowed, approval by the instructor of record and the academic program director is required. The Incomplete grade is not an option for courses that do not bear credit, such as 700, 800, or 900-level courses.

• It is the student’s responsibility to petition for an Incomplete by emailing the appropriate academic program department at least one week before the end of the course. The Program Department will initiate the petition process once the email is received.
• The student, the instructor, the CE/Program Director, and the program staff must complete the petition prior to the final course meeting or before the quarter end date. This process can take up to one week to complete. 
• The instructor will approve or deny the request. The instructor will provide details on what the student needs to accomplish in order to complete the course, as well as a due date for submitting completed work. The due date cannot exceed the end of the ensuing quarter when a final grade must be reported or the Incomplete lapses to the grade “F,” “NP,” or “U.” Visit UCLA Extension Grading Scale for more information.  

An Incomplete allows the student to complete only work that is outstanding and does not allow prior completed work to be retaken or resubmitted.

No change of grade may be made by anyone other than the instructor, and then, only to correct clerical errors. No term grade except Incomplete may be revised by re-examination. The correction of a clerical error may be authorized only by the instructor of record communicating directly with personnel of Student and Alumni Services.

The University of California is committed to creating and maintaining a community where all individuals who participate in University programs and activities can work and learn together in an atmosphere free of harassment, exploitation, or intimidation. Every member of the community should be aware that the University prohibits sexual harassment and sexual violence, and that such behavior violates both law and University policy. The University will respond promptly and effectively to reports of sexual harassment and sexual violence, and will take appropriate action to prevent, to correct, and when necessary, to discipline behavior that violates our policy.

All Extension students and instructors who believe they have been sexually harassed are encouraged to contact the Department of Student and Alumni Services for complaint resolution: UCLA Extension, 1145 Gayley Ave., Los Angeles, CA 90024; Voice/TTY: (310) 825-7031. For more information, please view the University’s full Policy on Sexual Harassment and Sexual Violence.

Protecting Privacy and Data During Live Instruction

Live meeting sessions for this class, when applicable, are being conducted over Zoom. As the host, the instructor may be recording live sessions. Only the host has the ability to record meetings, no recording by other means is permitted. Recorded sessions will be posted in the Videos area of this class unless otherwise notified. Due to privacy, recordings are not available for download and are only accessible via Canvas for the duration of the class. If you have privacy concerns and do not wish to appear in the recording, do not turn on your video and/or audio. If you also prefer to use a pseudonym instead of your name, please let the instructor know what name you will be using so that the instructor knows who you are during the session. To rename yourself during a Zoom meeting, click on Participants, click on your name, click on More, click on Rename. If you would like to ask a question, you may do so privately through the Zoom chat by addressing your chat question to the instructor only (and not to ""everyone""). Additionally, chat may be used and moderated for live questions, and saving of chats is enabled. If you have questions or concerns about this, please contact the instructor via Canvas Inbox.

Pursuant to the terms of the agreement between Zoom and UCLA Extension, the data is used solely for this purpose and Zoom is prohibited from re-disclosing this information. UCLA Extension also does not use the data for any other purpose. Recordings will be deleted when no longer necessary. However, recordings may become part of an administrative disciplinary record if misconduct occurs during a video conference.

Course and Instructor Evaluation

UCLA Extension values your feedback on course and instructor evaluations. We ask all students to take a few minutes to complete an end-of-course evaluation survey. Updates to the course and instruction are influenced by your feedback. Understanding your student experience is essential to ensure continuing excellence in the online classroom and is appreciated by your instructor and the UCLA Extension academic leadership.

Your participation in a survey is voluntary, and your responses are confidential. After instructors submit grades, they will be given an evaluation report, but this report will not contain your name.

Please note the following about online course components at UCLA Extension:

• Students must have basic computer skills, including the use of word processing software, email, and the ability to use internet browsers, such as Safari, Firefox, or Chrome.
• Students are responsible for meeting the technical requirements of Canvas and familiarizing themselves with the Canvas Learning Management System.
  • What are the browser and computer requirements for Canvas?
• Students are responsible for keeping a copy of all assignments and work submitted, and to be aware of all assignments, due dates, and course guidelines.
• Students have access to courses via Canvas for an additional 30 calendar days after the course end date listed in the syllabus (the first 14 days are full access; the rest are read-only).
• Students are encouraged to download/print content throughout the duration of the course and before the additional 30-day access ends. No further access is possible after the course becomes unavailable.
  
  To download all your assignment submissions in Canvas, please refer to the online support guide. for more information or contact Canvas Support via the help menu within Canvas.

For immediate 24/7 Canvas technical support, including holidays, click on Help (located on the menu to the left) where you can call or chat live with a Canvas Support representative.

UCLA Extension Academic Technology and Learning Innovation
The UCLA Extension Learning Support staff assists both students and instructors with Canvas-related technical support, as well as general and administrative questions.

Learning Support staff is available Monday through Friday, from 8 AM to 9 PM (Pacific Time), except holidays:

• Email: [email protected]

For students taking classes held on the UCLA campus and in and around Westwood Village, the UCLA Police Department provides a free walking escort service every day of the year from dusk until 1 a.m. Community Service Officers (CSOs) are available to walk students, faculty, staff members and visitors to and from anywhere on campus, in Westwood Village, and in the village apartments. CSOs are uniformed students who have received special training and are employed by the UCLA Police Department. To obtain an escort, please call (310) 794-9255 and allow 15 to 20 minutes for your escort to arrive. For complete information, see UCLA Evening Escorts.

Schedule: The Syllabus is fluid and can and will change as discoveries are made during our workshops and writing sprints.

This is a workshop-centered class. Each week, we will critique two to three pieces of writing (some weeks, we’ll critique your writing; other weeks, we’ll focus on your peers’ manuscripts). Lessons beyond those listed in this syllabus will grow from discoveries within the work. We’ll dig into craft techniques such as character development, plot, pace, timeclocks, language choices, and more. You will learn about strong beginnings, clever middles, and dynamic endings, all with a focus on the power of the page turn. We will share and have fun with writing sprints to help you expand your creativity. Throughout the quarter, you will engage in an ongoing-feedback process within a safe, nurturing, and honest atmosphere. We’ll hone your critique skills. The goal is for you to complete and polish at least one picture book manuscript.