Bare Ruined Choirs copyrighted...I think

Bare Ruined Choirs is a special book for me. It is a gift, a legacy, to my first wife, Barbara Jean Kepler, who passed away in 2003. The book is a record of my "life within a life," a compilation of all the poems written during those times: courtship, parenthood, the health and the sickness, the love and the scattering of the ashes.

The United States Copyright Office has an electronic copyright submission process--cost, $35--and I believe I've completed that process with my poetry book Bare Ruined Choirs.

Why the hesitation?

The process takes three steps:

1. application
2. pay
3. submit the work

The site includes a tutorial, but the only problem was that the tutorial didn't exactly match the actual screen steps. At a couple of places, the screen should have popped up with "Done!" and "Congratulations, you have successfully submitted your application!" I never received those happy-face moments.

At one point, the gov.pay link would not take my money. Now, what's that all about--when the U.S. government refuses to take your money?! Later the site posted a message that there was a problem that might have affected "a few" customers. Right....

I received no friendly verifications during the process, but I have received emails stating that the copyright office has received my registration claim application, my application fee, and my book file...so I think I'm OK. They have my request, my money, and my book. That should do it.

Next, I want to get a Library of Congress cataloging number, and then I'm fairly close to completing the process. I'm learning a lot and am excited as much about the possibilities of applying my new knowledge to my teaching as to the publication of this book.

I'll let you know when Bare Ruined Choirs is published, and I hope you read it.

Copyright 2009 by Thomas L. Kepler, all rights reserved

Transcendental Meditation & American Indians

My mother was adopted.

In Kansas, the open information adoption policy retained the genetic parents on my mother's birth certificate. For my maternal genetic grandfather, under the "race" section, is "part Indian."

My genetic grandparents were too poor to sustain themselves and their newborn girl, so they gave their child to my other grandparents, the Goods, who were known to be good people and who wanted to be parents.

The American Indian Sustainability Conference this weekend reminded me of what my mother has said about her heritage. It reverberated with the comments of the conference speakers of the loss of language and culture and connection to the land experienced by so many American Indians.

I am glad that many American Indians are now starting the practice of Transcendental Meditation and are finding relief from stress and are also gaining greater health. I am glad that, as conference co-host Prosper Waukon said, Native American Indians can now regularly experience twice a day what they had experienced before only in their cultural ceremonies.

If all spiritual paths lead to God, and if the particular path of my Native American Indian ancestral tribe has been lost to me through the cultural travesties of ignorance, then I am fortunate to share that one path to God that is common to all--the path of transcendence. And I am fortunate to practice Transcendental Meditation, an effortless meditation technique in accord with the nature of the mind, one that allows me to find my individual path--beginning from the home of all paths.

Copyright 2009 by Thomas L. Kepler, all rights reserved

Student Writing: Using the Image Poem Writing Prompt

Soaring through the air
Face full of goat joy
The wind flows through his thick coat
He smells the fresh mountain air
Teeth bared
Soon he will reach the slanted
Snow-covered mountain
Then rests in peace

Written by Dillon E., 10th Grade

This poem was written using the writing prompt provided on the August 31 post: "Mother Rose: Writing an Image/Sense Detail Poem." Using a photo from a National Geographic magazine of a mountain goat leaping on the grey scree of a mountain slope, Dillon answered the questions listed on the "Mother Rose" post and then wrote several drafts of his poem, discussing the poem with me between drafts.

The poem does a good job of creating a "snapshot" in the reader's mind.

Each of the first seven lines contain at least one powerful sense word, and the last line provides closure to the poem.

• "Soaring" in line 1 establishes movement and also contains a sense of freedom and expansion.
• "Goat joy," in the second line, is a wonderfully rich image. Goats have this mythic and literary reputation for independence and celebration of physical experience.
• "Flows" reinforces the movement introduced in the first line, and "thick coat" reinforces the animal essence of living in the physical, introduced with "goat joy."
  
• "Fresh mountain air" clarifies the setting of the poem, and "smells" further establishes the sense-focused experience of the poem.
• "Teeth bared," the words placed on their on line, are very rich: primitive, physical joy. The image suggests lack of pretense, a lack of concern with the standards of society--fashion and decorum. The actor of the poem is taking in experience on a very basic level, consuming the experience.
• "Slanted" and "snow-covered" of the next two lines increase the sense detail of the poem, further describing the setting, "slanting" enriching the sense of movement and "snow-covered" enriching the quality of "fresh."
• Although the last line contains no strong sense images, "rests" provides closure to the poem. "Peace" connects to the earlier "goat joy," the ending word suggesting the silence, the earlier words the dynamism of the bliss of the poem.

This poem was a successful exercise for Dillon in writing poetry. The poem contains a vitality that invigorates the reader, expressing the simple joy of life to be found in each moment of experience. It is an example of consciousness-based writing because the understanding of the unity of silence and dynamism is integral to the poem.

You might find the poem "In Just-" by American poet e.e. cummings an interesting poem to read in conjunction with this discussion.

Now you try it!

Copyright 2009 by Thomas L. Kepler, all rights reserved

Publication of student writing on this blog does not compromise, destroy, or obviate publication rights on electronic or any other media worldwide. Copyright 2009, all rights reserved.

"A publisher becoming I am," as Yoda would say.

I've decided to become a publisher.

After talking more and more closely with the man in town who was going to publish Bare Ruined Choirs, we realized he was not ready to formally adopt an author who planned to publish regularly. Therefore, my publisher has become my publishing consultant, who will teach me the process. My plan is to have Bare Ruined Choirs in print by Thanksgiving.

Here is what I have done so far.

• I have ordered ten International Standard Book Numbers (ISBN) from Bowker, a company licensed by the U.S. government in 1872. It the the world's leading source of bibliographic information. (ISBNs are used to make the bar codes put on books.)
• I have set up a publishing company with the ISBNs, Wise Moon Books.
• The front and back covers are almost complete for Bare Ruined Choirs. I've been using a graphics program, Xara Extreme 5, on a one-month trial basis, and will buy the program soon. It is almost as powerful as the expensive Adobe products, but much more simple (and cheaper).
• The text of the book is almost complete. I am in the process of looking for a program to create a commercial, print-ready PDF that is not the Adobe InDesign program, another expensive and complex software package.

What I still need to do.

• When I receive the ISBNs from Bowker, then I will apply for an official copyright from the U.S. government. (The material is actually already copyrighted, legally, but registering the book provides an "airtight" copyright.)
• Then I will work with my publishing consultant to learn how to send the covers and inner book to Lightning Source so that the book will become a Print on Demand book.
• Finally, I am in the process of learning how to use Amazon and the internet to display and present the book.

It is quite a process, but I am interested in not only publishing my literature but also writing educational books that would be resources for parents and students. The first I would like to publish would be on the 6-Traits + 1 writing program--of which I have written seven posts for this blog. Those posts could become the basic for chapters for the book--with extensive revision, of course.

Here's to the printed word and the joy of reading!

Copyright 2009 by Thomas L. Kepler, all rights reserved.

Student Writing by Kishan T., 7th Grade

One Thing I Didn’t Do over the Summer

One thing I didn’t do over the summer was dig a hole at the foothills of great, huge Mount Everest as deep as the Grand Canyon. Impressed? No? Don’t be. Then I didn’t put a huge trampoline at the bottom of the new “Grand Canyon.” Finally, I didn’t climb up to Mount Everest and then dive off towards the trampoline. Then I didn’t triple front flip while I was not skydiving (by the way, super cold) then triple back flip (cool—I mean, hot. Oh, whatever, it’s getting warmer.) and then triple front—cool! Already at the trampoline!

O.K., now time for blast off, or should I say bounce off, towards The Mars! Hey, everybody says “The Moon,” so I might as well give “The Mars” a try. Still bouncing off towards “The Mars”…. Oh, yeah! My Mars suit - I didn’t make it!

Sweet! Landed on The Mars! Not sweet—Martians!

Um…. Wh-wh-what’s that thing around your—” I said.

“OMGALEADER!” they said in a robot’s voice.

“OMGA—ohh…. Wait! Wait! I’m not your leader! So that's what's on your neck. A talkalator!” I said dramatically.

Anyway, we had a great time. I didn’t dig a hole, didn’t put up a trampoline, didn’t jump a cliff, didn’t go back to Earth—The Earth—and I had a great time not doing those things.

Yo! Peace out, aliens! If you happen to see this piece of paper floating on your planet—hold on!—that’s a great excuse, except that’s what I didn’t do over the summer. Darn it!

Publication of student writing on this blog does not compromise, destroy, or obviate publication rights on electronic or any other media worldwide. Copyright 2009, all rights reserved.

Saturday Morning

Rain trembles in the leaves
its luscious, liquid staccato,
spatters the dawn-warmed asphalt,

strikes metallic melodies
from the wire strands
of the window screen.

Moist in the music of silence,
I sit upstairs on my bed
beside the lichen-greened hackberry tree

outside the open window—
immersed this Saturday morning
in meaningless, inconsequential glories.

Copyright Thomas L. Kepler 2009, all rights reserved

Presentation: the final step of writing

Do not make this mistake: having something important to say and then disregarding the time the message will be delivered, place the message will be delivered, and person to whom the message will be delivered.

Presentation is the art of ensuring that the look of the message matches the dignity of the message. The manner the message is communicated should actually increase the receiver's ability to understand and connect with the message.

• Appropriate: Do not show up for work wearing your pajamas, unless, of course, the job is testing mattresses. Your writing presentation should also be appropriate to the time, place, and audience in order for the message to be effectively communicated. Be aware of what format is appropriate. This will include specifics, such as text size, fonts, spacing, margins, and whatever else the accepted style of delivery requires.
  

• Effective: The other six traits of writing, if followed, will ensure that your message is interesting, organized, compelling, and coherent for the reader. Presentation can aid this with the use of charts, graphs, images, and the use of visual organizers such as bullets, numbering, sub-titles, and (at least) clear paragraphing. If the message is presented using computer technology, such as a slide show, make sure that your mastery of the medium enhances the presentation.

• Pleasing: Remember that presentation should not only satisfy the intellect; it should also satisfy the emotions. The reader or viewer should not only understand the message but also like or enjoy the experience of receiving the message. Effective communication engages not only the mind but also the emotions.

If the presentation is appropriate, effective, and pleasing, then it will have enhanced your message. The word enhance means to increase the value, beauty, or effectiveness of something. Your presentation should enhance your message. That is to say, if you come to work in your pajamas, make sure your boss likes them.

Copyright 2009 by Thomas L. Kepler, all rights reserved

Bare Ruined Choirs: book cover creation

In order to create a book cover, I have begun closely examining the covers of other books. I extend my admiration to those graphic artists who design such things. It is a subtle craft, where even a line, the length and width of a line, the brush stroke of a line, the beginning and end of a line, the color of a line--where all these details can have a major effect on the image and its effect on the viewer.

My goal at this time is to have my book of poetry available by December of this year. That is one of the advantages of Print on Demand publishing. It can be pretty fast.

What do you think of this cover? Comments are welcome.

Copyright 2009 by Thomas L. Kepler, all rights reserved

Study Habits and the Fundamentals of Education

This is a good time to remind ourselves of what good study habits are. Now that the school year is off to a good start, grades are starting to be gathered by teachers. Student work for the last three weeks is being evaluated.

Maharishi Mahesh Yogi's five Fundamentals of Education will help organize and focus good study habits. They are--well--fundamental to learning and consciousness-based education.

• Receptivity

• Intelligence

• Knowledge

• Experience

• Expression

Receptivity

In order to do well in class, first you have to care. Sometimes, even if you care about your grade, it is still a challenge to earn the grade you want, but for sure, if you aren't interested, you will not pay attention. Find an angle about the subject that interests you. Make the subject personal in some way. At Maharishi School, all subjects are connected to consciousness, so at a very deep level, all subjects are about you. Try to understand that connection. Raise your hand. Ask: "How does this connect to me and my life?" That is always an acceptable question; just be sure to ask it in an acceptable manner. Work with a partner; find a good spot for working. I sometimes let a students stand at a low bookshelf and write, rather than sitting, if that makes the process of learning easier for the student.

Intelligence

In order for you to understand the intelligence expressed in subject matter, you have to be intelligent. Be rested and follow a good daily routine for health and clarity of mind. Intelligence implies order. Be organized in keeping your notes and materials, and also seek out the underlying order and intelligence in your subject matter. We learn best by re-learning. Go over material several times rather than just once the night before the test.

Knowledge

The underlying principles of the lesson will provide order and meaning for all the facts and details. That is why at Maharishi School, each unit has main point charts posted on the wall. By connecting all the ideas to central key concepts, meaning becomes clearer. The knowledge is organized into key "chunks," and then each of those is presented. Then those key concepts are connected to you--your life and evolution.

Experience

The laboratory of your life is your physiology and the world around you. By practicing the Transcendental Meditation technique, you experience the core of your capacity to learn: consciousness awake inside itself. Then that consciousness can move out into the sensory world and interact, find connections. At Maharishi School, project-based learning is emphasized in order to provide interactive learning situations for the students. This increases meaningfulness and integrates knowledge into the student's personal world.

Expression

Knowledge kept inside oneself can be what I call "fuzzy" knowledge--not clearly or sharply defined. By teaching, one truly learns concepts and information. That is why at Maharishi School, so much emphasize is placed on students sharing their knowledge with other students, with parents, and with the outside world through academic fairs and learning celebrations. Sharing what we know stabalizes what we know.

Learning is an enjoyable experience. It expands and empowers us. Ultimately, education should not only increase what we know but also our capacity to know. The ultimate goal of education is the enlightenment of the student, and that is the core value of education at Maharishi School of the Age of Enlightenment.

Writing Conventions (Mechanics & Grammar): how rough is the road?

A few times in my life I have found myself a passenger in a car driven by a truly bad driver. Those were not good experiences. Too fast on icy roads, too aggressive when passing, whatever--I wanted to get out of the car as fast as possible. Needless to say, I did not sit back and enjoy the scenery.

Writing conventions--accepted procedures in punctuation, capitalization, spelling, paragraphing, and grammar--are like that. Break too many writing conventions, and the reader will put down the book. Not following accepted writing conventions interferes with the reader's enjoyment of the subject matter.

The 6-Traits + 1 writing program explains that the acceptable use of conventions by the writer is ideally so near perfect that with only a few changes the written piece could be published. The writer may even intentionally break a rule for a particular stylistic effect--and it works!

My advice to students is to learn the rules of conventional writing so well that they are not broken out of ignorance. If a writer does not follow writing conventions, it should be out of choice to achieve a particular effect or to enhance the author's purpose.

Sometimes as writers, we get so close to our writing that we do not see an error. That is why having a trusted friend (with a good grasp of writing conventions) look over your piece is so important. New to the writing, your friend will see the piece with a fresh eye and, hopefully, point out any mistakes in writing conventions (or any other weaknesses in the areas we have covered over the last few weeks--weaknesses in concept (ideas), organization, voice, word choice, or sentence fluency).

I recently read over the manuscript of my novel Love Ya Like a Sister after having set it aside for several years. I enjoyed the read but still found a few small changes that needed to be made for clarity and proofreading reasons. And this was after others had closely read the manuscript in addition to myself! (Notice I deliberately began the last sentence with and to add intensity.)

Give your reader a break. Do your best to catch your own errors. Then your readers can sit back in their easy chair, pick up what you have written, and enjoy the ride.

Copyright 2009 by Thomas L. Kepler, all rights reserved

My Writing Life: play the next song, dance the next dance

"Thanks for sending along the opening pages of The Stone Dragon. Truth be told, though, I'm afraid these pages just didn't draw me in as much as I had hoped. I'm pressed for time these days and, what with my reservations about the project, I suspect I wouldn't be the best fit. Thanks so much for contacting me, though, and for giving me this opportunity. It's much appreciated, and I'm sorry to be passing. I wish you the very best of luck in your search for representation."

I knew all along, of course, that another rejection letter was possible. Until the book is actually in hand, at any stage prior to its publication, the deal can fall through. Still....

"I think I can.... I think I can...." Meanwhile, I'll continue working on my next book and researching more agents to query. I know I can do that.

The above words ended my last post. They are my plan, actually. So what did I do?

• I replied to the agent with a 100-word query + five pages of Love Ya Like a Sister, since she also represents young adult novels.
  
• I pulled a slip of paper with the names of two agents I had researched from my bulletin board. I emailed the agents query letters.
• I read through my poetry book manuscript of Bare Ruined Choirs, adding three poems and minimally revising others (changing with to within).
• I began work on the blurb for the back cover of Bare Ruined Choirs.
  
• I researched another agent for next Friday.
• I went outside and enjoyed a day in the garden with my wife.
  

Bliss arises from within ourselves. We provide the attachment, for better or worse. I'm not sure what "follow your bliss" means, but at least I am following my own agenda. I think that's for the better.

Copyright 2009 by Thomas L. Kepler, all rights reserved

My Writing Life: angels dancing on the head of a pin

"Thanks for your query. Mind sending along the first five pages of your manuscript in the body of an e-mail? I'd be happy to take a look and let you know whether the style is the best fit for me."

Can you see the angels dancing? In the last three weeks, I have sent out nine query letters to literary agents, asking them to represent me and my novel The Stone Dragon. The result? Four "no thanks" (the quickest "no" response in thirteen hours), four not yet responding (if ever), and this morning a short request for additional material.

Remember when I said in an earlier post of "My Writing Life" that seeking publication is a pass/fail proposition? I've just received the following message from a New York literary agent: "I'd be happy to take a second look--no promises," and I'm thrilled. No form rejection letter!

Wish me luck! "I think I can.... I think I can...." Meanwhile, I'll continue working on my next book and researching more agents to query.

I know I can do that.

Copyright 2009 Thomas L. Kepler, all rights reserved

Sentence Fluency: the flow of consciousness

Find out how to write by reading what others have written. This is good advice.

I read something the other day, though, that gave me pause. Go back in time--way, way back--and the whole process of reading and writing began with...a writer!

Some would say this first Writer was the Creator, the primal force of existence: In the beginning was the Word, and the Word was with God, and the Word was God.

God didn't have any trouble saying anything--speech became creation. In the same way, the writer is also a creator, but first the writer has to have something to say. Words have to flow. This flowing, in the field of education, is labeled the higher order thinking skill called fluency: many and diverse ideas.

Each idea is a flowing of consciousness; each flowing is unique. This leads to sentence fluency, the fifth trait of the 6-Traits + 1 program.

If you are a fluent sentence writer, you write sentences that invite being read out loud; they have an easy flow or rhythm. Sentences vary in structure and length in a way that supports the meaning of what you are writing. Transitions between ideas are effective and creative. Depending on the subject and purpose of the writing, sentence fragments or non-standard grammar may be used to create a particular effect. Dialogue, if used, is natural and believable.

All of this cannot be achieved by following a formula. This stuff comes from within, from the wholeness of the creative vision. How can one improve sentence variety and creativity?

• Enrich your creativity. Expand your consciousness. Easily said...and effortlessly done with the Transcendental Meditation technique. Practice TM twice a day for 15-20 minutes, and then forget about it and get on with your writing. TM is a preparation for activity.
  
• Now that the first Writer has written the Word, read lots of other words. Learn through example.
• Be self-referential. Put writing aside and then come back to it at a later date. Consider the "reader over your shoulder," your audience, as you read your writing again.
  
• Be a part of a writing community. The perspective of a trusted friend (especially a writing friend) is a valuable asset.
• Consider your purpose for writing. Simply saying "Fire!" is appropriate if the blaze is roaring.

All of us, writers or not, are creators with every observation, thought, and action we take. The quality of our writing is dependent upon the comprehensiveness of our consciousness. Writing is cosmic. Let's make the universe we create worthy of our Creator.

Copyright 2009 by Thomas L. Kepler, all rights reserved