Welcome to A Writing Room

Rebecca’s Bio

Be yourself; Everyone else is already taken.

— Oscar Wilde.

Teaching various writing courses for over 25 years has been my life. My students have included military personnel, students straight out of high school, and prison inmates as well as businessmen and their families from Asia. Along with teaching various university writing classes I have just as many years tutoring students outside the school setting.

Editing a 400-page dissertation for a PhD candidate at UCLA took up an entire holiday season one winter.. I am fully devoted to my students and to anyone else who seeks my assistance.

My classes have included creative writing, critical thinking, Intro to Literature, Grammar, and Freshman Rhetoric. ESL has also found its way in there.

If you need help in understanding grammar, how to create an essay, an academic paper, or just plain need help in your writing, feel free to contact me. Also feel free to contact me to discuss various writing projects that have been on your mind for a long time.

Never too Late to Write

One thing I have been proud of over the years has been the way I have gotten to know my students and have allowed them to know me. The old saying, “My pride and joy,” definitely fits the way I feel about my students. I have spent hours correcting their papers and even more time preparing the lessons I had been assigned to teach. I have spent so many hours doing these things that I didn’t spend enough time staying on top of my own thing–my writing. I’ve had to come to terms with this and with the action of allowing my writing to stall at the way side; after all, the main reason I went to college was to study Creative Writing.

Do We Ever Stop Teaching

During the pandemic, I stopped teaching, and so it was at this time that I realized I had all the time in the world for whatever I wanted to do. And it was also at this time that the realization sank in: I was no longer teaching and both my kids were grown and out of the house. It became even clearer and more important that I finally achieve the goal I had held for years: to see what I can do, and it was at this time that the desire to go back to my writing hit me.

After spending the morning on a writing project, one afternoon, while I was finishing up so I could take a brief nap, I was hit with the idea that I’m not alone in this. And upon contemplation I also realized I could do the two things dearest to me: teach while writing and this time I would get them both done. I decided I could assist others and coach them to the fulfillment of their writing projects. I also know that even though many people do not have the same background I do, they still have the same desire that I have: to express themselves and share their experiences through writing.

Never too Late to Start Over

As retirees, or close to being retirees, or people who weren’t able to finish college for whatever reason, we don’t have to feel like we are delegated to a corner of the house or to a chair before the tv so that we can watch as life passes us by. We can still do whatever we need or want to do to make our lives count. It is time for us to stop feeling bad because we didn’t do whatever we wanted to do or that we didn’t accomplish what we wanted to. Starting today, let’s take on a new persona with a new attitude. Let’s begin to think and to tell everyone, especially through our writings, that it is now our time. Let’s create a new mantra and say throughout the day:

It’s now my time.

Let’s keep this going and remind ourselves continually as we write those stories, those poems, and those memoirs:

Let’s remind ourselves

We are valuable

and we still have a lot to offer

Experiences are Stories Waiting to be Told

Since we have been allowed (somewhat) to re-enter society, I have taken it upon myself to enjoy quiet walks in areas where cement sidewalks are lined by tall trees. Usually the only sound is the chirping of birds, and sometimes, especially in my favorite place–an outdoor mall in Southern California–the almost quiet sound of a passing car.

After one of these short walks, I decided to stop at another favorite place–a coffee shop where I could have the choice of either an indoor table or an outdoor. I chose the latter.

With a coffee cup in one hand and a couple of magazines in the other, I chose a table that was about four feet from a table where two women were sitting.

I had been sitting there for a short while, enjoying both the coffee and my book, when I overheard one of the women tell the other, “I would never go to Nebraska,” and this was followed by a similar comment about Kansas.

I wanted to ask her why she would never choose Nebraska as a place to visit, but my daughter’s words ran through my brain:”Mom, don’t make a scene.”

I was born in Nebraska, and raised there, but left when I joined the Army, and, as often happens, life got in the way of me going back. I now live in California, but if the opportunity should arise (as happened twice before my dad passed), I will travel back to my old stomping grounds. As a matter of fact, there are things I need to rediscover back there. I want to see how the home front has changed, and I need to allow the memories to seep into my brain–no matter how painful or happy they may be. All in all, isn’t this what writing is all about? We need to take what we know, who we were then and who we are now, and what we experienced and base our stories into pieces our readers can enjoy and grow from. I highly recommend that we all live life to the fullest, and in doing so, we experience life in all it has to offer. Then, as writers, we need to transpose those experiences into lessons for our readers.

So go to Nebraska; go to Kansas; go to whatever place you think about and have those places become stories that you yourself as a writer can grow from.

Remember Your Reader

When we write anything (unless we are writing in our journals), we must keep our readers in mind. We must remember, too, that they are not reading what we have written for the pure joy of it (unless we are James Patterson or Anne Tyler or Nora Roberts or Stephen King–or any of those who have been writing professionally for years).

And in today’s world, especially since more and more businesses are opening up after Covid’s crazed war against humanity, it is becoming easier and easier to visit friends and loved ones in their homes for planned nights of movie watching. On these nights, we sit glued to what’s taking place on wide-screen tv’s in the same way that we have done for years in movie theaters.

The point is, it has become easy to avoid printed work.

With all that said, it is critical that we grab the reader’s attention before he/she has time to turn to something else. The sentence,”It’s Sunday morning and I wake up as I usually do on Sundays–as excited as a kid ready to celebrate his birthday,” can capture attention because of the immediate questions it arises: Is the writer a child or an adult? Why does the writer compare herself to a kid? Why is this person excited? And this excitement happens every Sunday? Why?

In this opening sentence, the tone has been established. And before the end of the opening paragraph, the reader will have an idea of what will be discussed in the rest of the essay. Also, by the end of the opening paragraph, the reader should have a sense that his/her questions will be answered.

It is not a bad thing to write about one’s experiences. As a college instructor, I have read an endless flow of essays about personal experiences, and I have, in fact, encouraged them. My students have included recent high-school graduates, returning students who served in different branches of the military and who were getting ready to retire or were active duty personnel, police officers, and housewives who were returning to school to finish degrees they had started before they had left to raise children. The point here is everyone has a story to tell, and they should tell it.

When we write about our experiences, though, we have to remember that in some way our experiences must mean something to our readers. In other words, what can they take away from what they have just read and from what we have shared with them? If we are writing about family gatherings after church on a bright Sunday, we have to write in such a way that will show these gatherings are not only important to us, but they allow our readers to relate to them in some meaningful way.

Do Readers and Writers Escape Reality through the Written Word?

I recently picked up Jane Yolen’s book, Take Note: A Writer’s Guide to Loving the Craft (2006), and was immediately drawn to a comment she made in the opening chapter: “Writing takes us into another, brighter, deeper more engaging world than the world we actually live in” (7). Even though in this statement she is discussing writing, many of my students in my literature classes have pretty much said the same thing about reading: they read fiction because they have found it is a great way to escape the real world through what is presented on the page. 

After reading Yolen’s comment, a question promptly came to mind: do writers write fiction in order to escape reality?

I can imagine some of my readers bristling at that thought. And I myself would have felt the same way a few years back. After all, just the two words “escape reality” leave a negative image in one’s mind. I believe some writers and I myself would not want anyone to think I or other writers are trying to escape the real world. 

Now, though, I am not so sure.

What caused the shift in thought?

Two things: a move to a new city and my kids moving away from home, leaving only an empty nest, which means I am alone a great deal of the time. 

Now, even though sometimes I would like to, I never use writing as an escape mechanism — no matter how slow some days may be.  My writing generally starts with the germ of an idea that eventually grows and develops into something I had not originally intended. And I am always searching for that new germ of an idea. 

To me, escaping into writing means locking one’s self into an office that’s located somewhere in the house, and if that doesn’t work,  there’s always the living-room  where I, in particular,  can hide away on one of two couches. Escaping means locking the front door so none of what is happening in the outside world — that is, outside my house — can enter it. It means I have deliberately decided to have nothing to do with that outside world — not the lush gardens just a few feet away or the people driving by on the busy street in front of my house or the children who walk by on their way to school. 

No, that’s not me. I enjoy the outside world as much as I enjoy reading books, watching favorite TV shows, or writing in my daily journal.

So with all that said, I don’t believe readers read to escape reality. I believe they read because they want to visit another place (if only in their own minds); and they want to meet new people, and they want to see how these new people — these new friends — spend their time and live their lives. And I believe writers write because they have something they want to say or share or explore through their writing. 

So, according to my way of thinking, escapism has no place in the literary world. Reading and writing are just additional ways of living that enrich one’s life.  

A Few Words on Allowing Someone to Read What You Have Written

No one likes to be critiqued – whether the critique follows the writing of a paper for a class and comes in the form of a grade or comes as feedback after you’ve written and published a story, a poem, or a book. Critiques can be harsh. This is especially true when either family members or close friends critique you. 

It is a commonality in our culture, and for some odd reason, that not too many people want to say, “Job well done” when it comes to creative writing projects; however, if it is said, you, as the writer, are often left thinking, Did they really read it and what particularly did they like about what I wrote? In other words, the feedback lacks substance. Oftentimes the reader will simply say, “It’s good” and leave it at that. There is also a strange phenomenon that seems to take place when a person seeks a complement or acceptance from someone he or she knows: it seems that by giving positive feedback on a written report, book, or story, the person giving the positive assessment seems to feel that the writer will have one step up on the friend who didn’t produce anything. 

As an instructor, I spent so many years giving positive feedback on written material that it has become second nature to me. I will be the first to say, if you worked hard at whatever you composed and you honestly feel you did a good job then you deserve to be told, “Job well done.” I also like to spend moments after reading something to reflect on the piece and on analyzing what I truly enjoyed about the writing. 

I am not saying that one should lie or give false hope to a writer. I am saying, though, that if a friend or family member feels unqualified to give constructive criticism then that person should tell the writer that at the onset. 

After all, as writers, we are looking for readers who will appreciate and give us constructive criticism on what we have written. 

The Impact of Our Writing

I have often said I am inspired at the oddest times and have no notion where my ideas, which I call germs, come from or even what they mean– not until I write about them; with that in mind, I would like to tell you, Dear Reader, about a dream I had.

It focuses on a cherished childhood story.  In a window where the sun shone every day stood several toys: two dolls – a blonde doll with bright blue eyes; she wore a blue gingham dress past her knees and a white apron. Her blonde hair was divided into two braided pony tails, and a brown-haired doll with dark brown eyes, which stood close to the first doll. This second doll also had her hair divided, but into two bushy pony tails. She wore a brown dress with a beige apron, and on her face, she had a gold pair of eyeglasses. 

On the shelf, also, were the following: a white sheep, a dark brown horse, and two black and white cows; not far off was a cherry-red, race car. On the very top shelf was a pink piggy bank. This toy had two black eyes and long, black eyelashes.  Every day a girl came to see these toys. She watched as the toys were bought and replaced. The pink piggy bank never moved. She wanted her mom to come with her one day. Maybe her mom would fall in love with the toy, too, and buy it so they could take her home. But her mom never came and so the girl would come and watch and wait and hope no one else would buy the piggy. Because the girl loved that piggy so much it was difficult for her to understand why no one wanted it

.           As a young female reader I, like the girl in the story, didn’t understand why that piggy stood alone day after day. What was the meaning in that?  I read and loved this story before I studied and understood like elements like theme — what point the writer wanted the reader to get from the story – characterization, setting, and symbolism. Today, I could speculate on these different elements, but what good would that do seeing I don’t have access to that story? I don’t remember the title or the author’s name. All I do know now is this story had such an impact on me it has stayed with me all these years, and this is much, much longer than most memories remain. This may be the point of the story: some stories become a part of us; they remain with us through the good and the bad, and they come back to us when we’re reflecting on something else.  
            And this is the responsibility that we must have to our readers – to remember that what we write does become a part of our readers’ psyche. And for the writer to remember that it is indeed an honor to know that something we wrote will be filed into the deepest parts of the reader’s mind and heart.                          

A Touch of Grammar

This blog will be devoted to some grammar. There is so much to go over, and I would like to touch on most of it. The best way to work with grammar, though, is too discuss it in pieces so the reader doesn’t get bored, or worse — lost. 
The first part will cover similar words. The second will discuss specifics and what happens when the writer is not specific. The third will discuss verb tense inconsistency. 

To/too/two
Believe it or not, many writers, and student writers, misuse these three words all the time. 
To is a preposition – I am going to the store.            
(I am sure you remember the prepositional phrase. The phrase begins with a preposition and ends with a noun. Here we have the preposition to and then the article – the—and the noun, store.
 Later, I will show you the use of to as the sign of the infinitive.
Too is an adverb – He hoped it wouldn’t take too long.
(Remember the adverb describes a verb, an adjective, another adverb or an entire sentence. Too usually shows amount or degree – I am too hot.)
Two – the cardinal number He has two brothers.

***Its/It’s
Its is a possessive pronoun.We are searching for items that belong to the cat so it can go to its new home.
It’s means it is. It’s too late to go to the store to buy a new bowl. We’ll get a new one in the    morning.

***Their/They’re/There
Their is a possessive pronoun.This is their house.
They’re is a contraction meaning they are – pronoun they and the verb are.
They’re not at home right now.
There is an adverb, indicating location. They will be there around eight.
Always Be Specific
Back when I was attending Cal State Univ, Long Beach, whenever anyone used the word “they,” everyone would turn to stare at that person as if he or she had said something really bad. Someone would then shout, “Who are They?” It was used so often it almost became a joke. 
Remember this short lesson and when you are using “they” make sure everyone knows whom you are talking about.
I guess this is as good a place as any to remind you of the use of who.Who is a pronoun and is used as the subject of a verb or the sentence. Who is going to the party?
Whom is the object of a verb or a preposition. He is going to the party with whom? I am going to the party with Jason, Bob, and whomever else cares to come.
And this is the reason we write “To Whom It May Concern” on some business letters. 
The word “it” can also be the cause of confusion when the writer doesn’t stop to really think about what he is writing.
Don’t say, “It is so complex.” What is it?
Instead say, the method of resolving the problem is complex.

Verb Tense Inconsistency
In English, the singular noun takes a singular verb, which then takes an s. The plural noun takes an s, but the verb does not take an s. Confused? Let’s look at an example. 
A boy plays alone but the boys in the team play.  
In a research paper, a student wrote about scandals in the U.S. She wrote Scandals has…
My red antenna immediately went up. Ding, the first red check mark. 
The correct way to write this is 
scandals are ….and finish the sentence. 
I hope this little review in grammar will help in whatever you are writing. If you have any questions, please post them here. I will have more coming soon.Thank you. And have a wonderful day. 

The Importance of a Strong Open

The Importance of a Strong Opening

Nora Roberts’ first sentence in Dance Upon the Air immediately captures the reader’s attention:

“In the dark green shadows of the deep woods, an hour before sunrise, they meet in secret.”

This sentence is outstanding in establishing the first scene where the initial action place. Through what Roberts presents, the reader immediately experiences the setting: a dark forest full of shadows.  There is secrecy, and the reader straight off knows people are meeting for some undisclosed reason. The reader doesn’t know who the characters are — at least, not yet, not from this first sentence.  The important point is, the reader’s interest has been piqued. The reader wants to know why these people have decided to meet in this dark place, and what will they be planning to do and, ultimately, where will the next action take place.  All of this has been created from the strength of the first sentence. 

Roberts has a way of utilizing suggestive words as she continues to build her first scene: “the longest day,” the shortest night,” “solstice,” “a time of ignorance,” “of death.” 

The reader, if familiar with the history of the time period of the novel (Salem, 1692), instinctively knows something is about to take place — Puritan beliefs and questionable behavior by people deemed witches. (And we are all aware what happened to those unfortunate souls.) The reader then wants to continue with the story to discover what is going to happen and to whom — and why. 

Thanks to writers like Nora Roberts, we, as writers, can study the importance of effective openings and we can follow their examples as we create our own.

Roberts, Nora. Dance Upon the Air. New York. Putnam, 2001