Thursday, January 19, 2012

Six Impossible Things

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I follow a number of interesting blogs, one of  which is Random Thoughts by Bish Denham, a children's writer. I was just reading her post on Alice in Wonderland- the movie
http://bish-randomthoughts.blogspot.com/search/label/Alice%20in%20Wonderland

in which she says:
 the thing I took home with me, that will stay with me the longest, is this lesson from Alice: that she imagines at least six impossible things every day. And I thought, what a great writing prompt!
She lists her 6 impossible things and got me thinking about what I would choose,. so, here goes
Snow in Jamaica
Moving sidewalks- no more traffic
                                                       
Self-repairing body parts
Knowledge injections - no more schooling
Thought travel -think of a place and you are there 
Peace on earth ( very tongue in cheek that)

Some of these are already in science fiction.

Share your 6 impossible things






Tuesday, January 17, 2012

Monday, January 16, 2012

Porty, Atty and Ram ( hilo reader)

Okay, so one of my pressing interests for the new year is to write
stories in the hilo (easy reading) category especially for boys to encourage them to read. This is the first part of one of the stories I have in mind. I welcome your comments.  Remember that this category means high interest stories for older children reading below grade level. Type face, size and illustrations will help to carry the story

I just borrowed this to help pique your interest



Porty, Atty and Ram

© Hazel D. Campbell

Nigel, Adam and Omar became friends from the first day of high school. They were the only students from their old school who were in this new school. They lived in the same community. The boys had not really been friends before, but in this strange, new school they stuck together, looking out for each other. Their homeroom teacher started calling them the Three Musketeers.

When they asked the teacher why she called them the Three Musketeers, she told the class to look it up on the Internet. They found that the Three Musketeers were three heroes from a famous book by the same name The Three Musketeers. This book was written by Alexandre Dumas. It seemed to be a pretty cool story about guys with swords who got into a lot of fights. They didn’t really mind when the children started calling them Athos, Porthos and Aramis.Those were the names of the characters in the book.

The other children would soon have stopped calling them these nicknames, but in their craft class the teacher taught them how to paint their names on buttons which they would be allowed to wear.  The three friends painted their new names: Nigel became Athos; Adam became Porthos  and Omar became Aramis.  Pretty soon the children only used these names for them. And pretty soon, too, these names were shortened to Atty, Porty and Ram.

They also adopted the motto of the Three Musketeers in the book  -  "All for one, one for all."

 In the mornings, they waited for each other by the school gate.The students could not enter the classroom until the bell rang. They used the time to catch up on news. Sometimes they helped each other finish homework, and sometimes they played a little football if they were early enough.

One Thursday morning, Porty was late. Atty and Ram were just about to run inside, because the bell had already gone, when they saw him rushing through the school gate.

“Hey,” he called to them.

“How you so late, man?” Ram asked, as they hurried along the corridor to their classroom.

“Have something to tell you,” Porty answered. His face was serious, but there was no time to talk. They walked briskly into the classroom. However, to their surprise and relief, their homeroom teacher was not yet in the room.

The boys took their seats. Ram and Atty looked curiously at Porty. They wondered what it was he had to tell them, but the teacher had separated them . They sat in different rows and dared not make her find them out of their seats. Miss Charles was very strict, and loved to give detentions.

More minutes passed and still Miss Charles did not come in.  The students began to get restless. The class monitor, Gabrielle, was just about to start devotions when Miss Charles entered the room. She told Gabrielle to continue and stood with a very serious look on her face while they sang two verses of a hymn, read the  scripture passage for the day and said prayers.

When they were all seated, Miss Charles addressed them.

“I am sorry to be late. You know that’s not my style. But something has happened and I need to talk to you about it.”

She sounded so serious that some of the students began to get nervous.

“Last night,” she began, “thieves broke into the canteen. Some things were stolen and the place is a mess. We have to spend the morning cleaning it up, so there will be no lunch from the canteen today. Gabrielle will take your orders and lunch will be brought to the classroom. You can only order patties or pizza and box juices.”

A buzz of excitement went through the room.

“They break down the door, Miss?’

“How they get in?”

“Security never  see them?”

“The police come, Miss?”

All the students were asking questions at the same time.

Miss Charles held up her hand for silence.

“That’s what worries us,” she said.  “As you know, the canteen is well secured with burglar bars. Nothing was broken, so it looks like it was somebody who had the key.”

“An inside job,” Porty thought. H e turned around to look at Atty and Ram. They nodded to him and he knew that they were thinking the same thing.

“The strange thing is that the key is kept in the principal’s office and was still there when the canteen staff came in this morning,” Miss Charles continued.

“Somebody make a spare key, Miss,” a student said loudly.

Miss Charles sighed. “ Anyway, just give Gabrielle your orders quickly so that we can arrange for the food to be brought in.”

For a few minutes the class was busy writing their lunch orders and after that lessons started in earnest. It wasn’t until lunchtime that the three musketeers got a chance to discuss the situation.

`                                               2

Atty, Porty and Ram were sitting on the bench under the ackee tree in the school yard.

“How you know they break into the canteen?” Atty asked Porty between bites into his patty.

“I didn’t know,” Porty answered.

“ I thought that was what you said you had to tell us.”

“No. Is something worse.”

“What?” Ram asked, anxiously.

“ You remember  Shanique Devon, who used to go to our old school?” Porty asked.

The other boys nodded.

“They can’t find her since Tuesday.”

“What! She run away?” Ram almost spilled his box juice.

“They don’t know. Her mother says she never come home from school Tuesday evening. They all put her picture on TV.”

“She was always a strange girl. What you think happen to her?”

“ I was thinking,” Porty said. “Like how we are the Three Musketeers, maybe we can do some detective work and find out what happen to her.”

“No way!” Ram exclaimed. “That is police work. Suppose is kidnap them kidnap her. Man with gun and things.”

Atty also looked as if he didn’t want to get involved.

“Suppose it was your sister, you wouldn’t want to try to find her?”

“What we can do that police can’t do?” Atty asked.

“ You know how people ‘fraid to talk to the police. Maybe somebody at her school know something about her. We can start by asking the children.’

“And if we find out anything we tell the police, right?” Ram said. His face showed that he was worried.

“Of course,” Porty said.“Agreed!”

They each put out a hand one on top of the other and said the motto they had adopted. “All for one, and one for all!”


Friday, January 6, 2012

Just wondering


I am just wondering how us older ones can keep up with the language nuances.I saw this as part of a newspaper report on how the people in our new New Prime Minister's constituency were celebrating her  swearing- in ceremony at Kings House


One young man summed up the optimism of the gathering by holding aloft a can of 'tin boom' (tin mackerel).

Now if I were to refer to tin boom in a children's story ???????????

Recently, I heard a young girl giving testimony at a church service and admitting to deliberately waiting on
'the music bus.' Our people language is very vibrant and fluid. While I immediately understand music bus, (the buses that play loud music and lewd songs, despite the law) I will have to ask somebody why tin boom.

Wednesday, January 4, 2012

I won a competition!

Me receiving the prize  at  Kingston Bookshop in Jamaica
Hope you have all started the new year on the right footing. I did.

I had forgotten that I had entered the competition on facebook to identify the author of the opening passage from a Caribbean book until I got a notice that I had won  the prize of £25 (book token) from Macmillan Caribbean books!

 The question was:
Which classic Caribbean novel opens with the following line?

‘The tongues in the lane clack-clack almost continuously, going up and down the full scale of human emotions, human folly, ignorance, suffering, viciousness, magnanimity, weakness, greatness, littleness, insufficiency, frailty, strength.’

The passage is from Roger Mais' classic story - Brother Man.


My book choices are

Time Swimmer by Gerald Hausman

The Chalice Project  by Lisa Allen-Agostini
(both from the Island Fiction series)

Brother Man by Roger Mais (to replace my lost copy)

The Girl with the Golden Shoes by Colin Channer

Thanks Macmillan

I wonder if this means I will have a good year winning competitions? LOL
 

Wednesday, December 28, 2011

new year wishes



My New Year resolution is to
WRITE! WRITE! WRITE!

What's Yours?

Best wishes for a really good year everyone

Thursday, December 15, 2011

Happy Christmas

Have a Happy and Holy Christmas Season everyone.
Thanks for following my blog posts during the year.
Love to you all
Hazel



Friday, December 2, 2011

Launch of Diane Browne's new 'tween' book

Carlong link
Congratulations to Diane Browne for the launch of her new book Island Princess in Brooklyn at the Tom Redcam library reading room- now the Joyce Robinson Room, yesterday (December 1). It was one of those warm, intimate gatherings where many people knew one another.

Readings from the book were done by 7th grade girls from St. Andrew High school to enthusiastic applause. A solo item on pan was given by a St.Andrew High past student, Bianca Welds. Diane herself is a proud past student/teacher of St. Andrew High, as she keeps reminding the rest of us.

It was an event, everyone agreed, which would have made Princess in the story (that's her real name) very proud.(This speaks to the strength of the characterization of Princess. Readers see  her as very real.)

Approval of the story was given in several forms- from the CEO of Carlong, Carl Carby admitting  that he had read it through twice and thoroughly enjoyed it; to the Director General of the Jamaica Library Service, Patricia Roberts, saying she intended to get a red coat just like Princess on the cover. (She emphasized that she was not joking).

The main address was given by  Dorothy Noel, Publishing Manager of Carlong in her usual scintillating style. She emphasized the importance of local literature for our children and the need for support from the public and the Ministry of Education..

Diane Browne's address 'Princess in her own Words' can be read on her blog at
http://dianebrowneblog.blogspot.com/2011/12/princess-in-her-own-words.html
.
From all the anecdotes coming  in, there's no doubt about it: the book is a hit. The main theme - how to fit into the new environment in Brooklyn, having been brought up by Granny in Jamaica for thirteen years - resonates with many Jamaicans. Its lively dialogue and presentation of teenage anxieties told in Princess's own words will be familiar to and entertain the 'tween' readers.

I add my exhortation to those of all the speakers. "Buy the book, nuh!" 
http://carlongpublishers.com/view_book_details.php?id=217&sid=32&lid=3


Saturday, November 12, 2011

Memories of Christmas



What memories will today’s children have of Christmas? I wonder. Is it still such a special season for them?

I grew up in Kingston, and my memories of Christmas are still magical. So many things were special only to that season:
 – Getting up in the early morning darkness, getting dressed and running to catch the first bus to attend 5 o’clock Christmas morning service on Higholbourn Street  –  the air seemed to have a special coolness and tingle that it never had during the rest of the year
– The Christmas carols lustily sung by the congregation more casually dressed than it would be for Sunday service
– People greeting one another with seemingly real joy after the service  
– Walking to the down town area for the last of Grand Market on the streets and being mesmerized by the stretch of toys, people, excited children, the noises of fee-fees, bursting balloons, vendors calling attention to their wares, some crying from tired or disappointed small children who didn’t get the toy they wanted
–  drinking it all in with the knowledge that this wouldn’t happen again for another lo-o-o-o-ng time. (By the way, Santa figures were few and far between then, making it easier to believe in his magic, even if he didn’t visit us since we had no chimneys.)

I remember getting a small replica of a coal stove, a balloon and a fee-fee at Grand Market one year. Another year I got a new doll – priceless! Usually there would be a Christmas hat with streamers or pretty paper frills. Those were all the toys I might get as any extra money was spent on new curtains for our room (rooms as things got better financially) and special food for the day.

And what special food it was. Breakfast could be slices of ham, ackee and saltfish, maybe crisply fried fish, fried eggs, fried dumplings, special hard dough bread shaped like a bird –  I was allowed to break off and eat the head, washed down with orange juice or chocolate ‘tea’.

A quick tidying of the house would be followed by helping with the preparations for Christmas dinner – another feast of rice and gungo peas, ham, fried chicken  – I don’t remember the other meats as these were my favourites. There would be macaroni and cheese, fried plantain and, of course, sorrel (without rum for the children) and Christmas cake. People would drop in, either invited or not, and share the meal for there was always, just for this day, plenty to go around and be left over for supper. Some would be put in a container and sent for less fortunate persons in the area. Nobody had to go hungry on that day.

Afterwards, everybody would be slightly cross-eyed, the adults from the added rum in the sorrel or just from being overstuffed with food. I remember going to sleep until late afternoon, then getting up to play with my toys. I was an only child but usually there would be other children visiting and we would show off on one another, playing outdoors as there was no television to keep us locked up inside.

Sometimes we would visit other people. Nobody had expensive gifts to share, but people gave what they had. My mother reared chickens and ducks at one stage, and she would send me with one or the other – alive – to the home of some important person in her church who lived nearby. As I grew older, I got increasingly embarrassed about this. I am not sure that these important persons appreciated it either. But, generally, the day would be one of goodwill and friendliness, even for those who could be quite miserable the rest of the year.

A really good Christmas day would be topped up with a visit on the road by a jonkunnu band, mesmerizing us with the drum and fife music, colourful costumes, and sending most of us children scurrying away from the devil’s ‘fork’ or the policeman’s baton, or worse –  the horsehead figure which would snap in the most frightening way. So many things were special to Christmas.


At the end of one very good year, I got a wristwatch for Christmas. I didn’t need any other gift – that was really special because I had got into high school –quite an achievement in my community at the time. By that time we were beginning to put up a Christmas tree, complete with ‘snow’from a can  and blinking lights sent from  America by a cousin.

What does the modern child expect for Christmas? I guess some traditions remain –  the visits by family and friends, the extra special meals  – but so many things I would have regarded as out-of- this- world are now so commonplace that I wonder what is now special for Christmas? I hope, at least, the goodwill and extra friendliness remain a very strong part of our (new) traditions




Friday, November 4, 2011

Congrats - JCDC Medal winner


I am so proud of my student from my last writing class, Stephanie Lloyd. She won a gold medal and trophies in the Jamaica Cultural Development Commission's annual Literary Competition  for "outstanding writer" (2nd in JCDC's creative writing competition) and "best intermediate short story writer" with a story she started in the class. The course is too short (8 weeks - 4 for adults stories and four for children -2 hours twice weekly) to teach the basics of language use, so those who come in with a good command of English invariably gain more from the class.


Congrats, too, to three other past students who got certificates in the Merit and Honorable Mention categories. By next year they should be in the medal categories IF they continue practising writing.
Great job guys.

Senior Assistant Manager at Pelican Publishers, Latoya West-Blackwood (right), presents the Outstanding Writer trophy to Stephanie Lloyd, at the Jamaica Cultural Development Commission’s (JCDC) creative writing competition awards ceremony held on Wednesday (Nov.2) at the Knutsford Court Hotel.

Wednesday, November 2, 2011

Creole (patois/patwa) versus Standard English


Our Language Dilemma

Creole (patois/patwa) versus Standard English – the debate continues.

It spills over into writing stories for our children. Some persons, especially the educators, frown on the use of creole in the stories as the children have to learn to use Standard English to pass exams using Standard English.  (They speak it – don't let them have to read it, too )

But, more and more, it seems, the creole is the preferred form of speech for many Jamaicans and there are children coming from homes and communities where very little (if any) Standard English is spoken.

Here’s an anecdote. A friend brought her gardener’s two children to church one Sunday morning. They were visiting from a deep rural area. During the sermon the boy, about 10 years old, began to fidget and look distressed. When she asked him what was wrong, he answered, “Me nuh unnertan a wud de man a say.”
Translation, “I don’t understand one word the man is saying.” What are the implications for learning?

We do have two languages.

For the fiction writer, using the creole, or not, presents peculiar problems. Realistically, the writer cannot present a scene on a playfield, for example, and have the children speaking Standard English. They wouldn’t. So what to do? How to represent the reality without offending the gatekeepers?  Very often the writers take a sort of middle ground. What is written in the story is a sort of no man’s land with a mix of the Creole and Standard, keeping as close to the Standard as is feasible. Since there is no standard way of spelling the creole words, most use phonetic spelling, or use the Standard spelling of an English word supposing that the creole speaker will interpret correctly. (in the creole). It is sometimes very confused and confusing.

Another problem is that the creole is very fluid. There is a range of usage, some with words seemingly close to Standard English, which creates the impression that the creole is merely ‘broken’ English.

Also, usage differs from parish to parish and from speaker to speaker, so persons will complain that the written creole is not authentic because they are not familiar with a particular form.

I was struck by the language problem again just today when writing a story. I had written this piece of dialogue:
 “They all bringing flowers and laying it around the statues now.”

Deeper creole would change They to them(dem). But the problem with meaning is not the difference between them and they but with the word all. A standard speaker would be inclined to believe that the sentence should read – ‘They’re all bringing flowers ....’. A creole speaker would understand that all in the sentence I wrote does not mean all as in everybody, but they are now bringing flowers, or they’ve started bringing flowers...

Of course, the problem intensifies when we think of selling to the overseas market.

I was privileged some years ago to ghostwrite a story for the popular Beacon Street Girls series - Katani’s Jamaican Holiday by Annie Bryant

This is about a girl from Boston, USA, with Jamaican ancestors, visiting Jamaica with her grandmother. The series is meant for American ‘Tweens’. When I consulted the editor about using the creole, she agreed that the flavour would not be authentic if there was no creole usage on the streets and in experiences with the local people. I got around some of the problem, by having the American teen, Katani, ask for explanations. This had to be done judiciously, so that it didn’t become tedious or slow down the story.

When the book was published, some USA children commented that they found the creole difficult. Others were comfortable with it. A few who had Jamaican parentage were thrilled to see it in the story – but I was happy to see that even those who found the creole a bit difficult to understand still enjoyed the story.

I loved Charles Dickens’ stories and devoured them as a child. I didn’t understand all the Cockney speakers, but I could follow the stories.

Mark Twain’s Huckleberry Finn presents similar language difficulties for children here, as teachers soon discover. The last time I taught Huck Finn in a school, I had the class dramatize parts of the story using our creole. They did a good job of it, showing that they understood the story. Children are remarkable people.We very often underestimate them.

An additional challenge is that how language is used often indicates social standing, an issue we might not want to emphasise in children’s stories.

I have no answers to the present situation with our language(s).I wish I could be here many years into the future to see how we resolve the issue. Probably then, Jamaicans will be regarded as truly bi-lingual, moving with ease between both languages and frowning on neither.

As I was about to post this, I read about this conference:
:
As part of its Conferencias Caribeñas 9 lecture series for the 2011-2012 academic year, the Institute of Caribbean Studies of the University of Puerto Rico-Río Piedras (UPR-RP), invites the academic community and the general public to the lecture “Research on Multi-Lingualism and Cultural Diversity in Small Island Societies: The Case of Aruba,” by Dr. Lydia Emerencia (Director, Center for Research and Development, University of Aruba).
 
Aruba is a smaller island than Jamaica where most people speak the four main languages: Papiamento, Spanish, English and Dutch.

There might be some lessons there for us in Jamaica.