Tuesday, 4 August 2026

Manolito and William by Paul May

This week I met Manolito Gafotas for the first time. Manolito is an 8-year-old boy invented by the writer, Elvira Lindo, for a radio show in Spain in the early 1990s. The first book about Manolito, Manolito Gafotas, was published in 1994 and six more followed. The last of these was published in 2002 and then there was a ten year gap before Mejor Manolo arrived in 2012. In those 20 years Manolito grew from 8 to 12 years old, so he managed to grow considerably faster than William Brown, with whom he shares certain characteristics. William grew not at all in 50 years despite the many birthdays he celebrated. 


Both William Brown and Manolito Gafotas have broken out of the world of children's literature to become part of popular culture. Elvira Lindo says in an interview that 'her creation has escaped her control, and even surpassed her.  . . . Manolito is popular culture. It's something collective. The readers already know him better than I do.' The same could be said of William, who just like Manolito has been translated into more than 20 languages and made into films, TV series and radio broadcasts, most notably, in William's case, those BBC adaptations performed by Martin Jarvis. William lives on, still 11 years old, long after the death of his creator. Happily, Manolito's creator is still very much alive.


William Brown's character was enhanced by the illustrations of Thomas Henry, just as was Manolito's by the illustrations of Emilio Urberuaga. Both characters are instantly recognisable from these illustrations but I'm sure that in both cases it's the writing that has made them so famous. William and Manolito are both well-intentioned boys who inadvertently end up in trouble and both are essentially comic creations, but the books have a sharp underlying vein of social commentary which is best appreciated by adults, and this cross-generational appeal must be a huge part of their success.

There are, however, just as many differences as similarities between the William stories and those about Manolito. William's world was an invention of its author. Richmal Crompton's niece, Richmal Ashbee, says: 'William's house was not like anywhere Richmal Crompton had ever lived . . . The greenhouse, stable, morning-room and all the rest were conjured up to meet the passing needs of the Brown family . . . The host of servants in the house, too, came from outside her own experience.' It may be that in these books Richmal Crompton caught something of the essence of a certain kind of English village life as it was between the two world wars, but she was never interested in precise details, or accuracy. The sense that the world of these books never really existed, together with the fact that William never grows old, makes the books seem timeless. That, along with the way that Crompton manages to catch something in William's character that adults recognise in their children and children recognise in themselves - a universal quality of childhood.

It is precisely this that readers all over the world recognise in Manolito Gafotas. I say all over the world, but it seems that Manolito hasn't been as successful in English. Four of the books have been translated, with Manolito becoming Manolito Four-eyes, but from the sample I've read I'm not sure that the slang of a poor barrio in Madrid translates that well into (American) English. The William books have been translated into Spanish and are very popular in Spain, but were heavily censored in the Franco era. 

Unlike William, Manolito comes from a real place, the barrio of Carabanchel in the south of Madrid. In their depiction of a working-class neighbourhood the books have something in common with Eve Garnett's The Family at One-End Street, though this is a very different world. The scene includes drug-addicts, muggers and fights. The kids do stupid things, they are a little wild, they play on the streets, but when their parents call them in for their sausages every evening they quickly head for home. Some of the reviews of the English-language versions (from the USA) were appalled by the bad example they thought the books set for children. The kids argue with their parents and teachers, they cheat (or try to) on school tests, they fight and play games of chicken. They are in fact real kids. And at the heart of the books is a tender description of family life in a tiny apartment on the third floor. 'We don't have cockroaches in our flat,' says Manolito's mother to a neighbour. 'We'd like some, but there's no room for them.'

Manolito's dad is a truck-driver who arrives home late each night. Manolito has a small brother he calls 'El Imbécil'. His mother doesn't think this is funny, and neither do those US reviewers on Amazon even though 'imbécil' has been softened in translation to 'bozo'. Elvira Lindo has strong views on the rewriting of children's books to conform to modern sensibilities. Of 'El Imbécil' she says: 'What the children tell me is that 'El Imbécil' is 'la bomba.' What for some adults was something inexplicable, for children becomes something absolutely natural; they know how to discern very well. They know that it has nothing to do with the intelligence of the character. They understand that it is an insult that has become something else. They have understood everything very well."

Manolito's mother, Catalina, is sharp-tongued, long-suffering and quick-witted. His grandfather, 79 years old in the first book, has prostate trouble and often gets Manolito out of bother. The words with which Manolito introduces him, 'Mi abuelo mola, mola mucho, mola un pegote.' I suspect would be recognised by most Spaniards. They mean, very roughly, 'My grandfather is cool, very cool, incredibly cool.' All of these characters help to make the books entertaining, but it is the character of Manolito himself that has turned him into a cultural icon.

Manolito is a complex character. He is vulnerable. He gets beaten up but he bounces back. He says that before he got the nickname Manolito Gafotas he used to cry a lot. He'd get bullied in the playground by people calling him 'gafotas' (four-eyes) but once he was Manolito Gafotas insulting him was a waste of time. Manolito talks all the time (luckily for the reader). He talks so much he gets sent to the school psychologist. She tells him he can tell her all his problems. He asks if that means everything, from the day he was born, and she foolishly says yes. He fills three exercise books and is very happy to read what he's written. The psychologist tells his mother he doesn't have any trauma, he just talks a lot. They need to listen to him more at home. 'MORE!!!???' says his mother.

Manolito has some crazy ideas and he is very easily led. When his friends suggest playing chicken with approaching cars on the street Manolito stands in front of a truck and thinks he's making it stop with the force of his mind. One day he suddenly decides it would be a great idea to use some coloured marker pens to draw three parallel lines above the bannisters in his apartment block. I know this boy. Elvira Lindo grew up in this barrio and she knows this place and these kids. I admire the way she understands that it isn't the job of children's literature to provide models of good behaviour in the manner of those books presented as Victorian Sunday School prizes. Anyone who spends time on a primary school playground will soon realise that what children actually do and say is very different from what their teachers and parents might want. It's a kind of parallel world that hasn't changed that much since I was a child myself.

When I was teaching there were several moments when well-meaning teachers attempted to introduce 'playground games' on the grounds that children weren't playing them any more. Children are always playing games, it's just that adults seldom recognise them for what they are. It's the children's world and it's often a private one. In Manolito Gafotas the kids know very well that you don't say 'ni puñetera idea' (no bloody idea) in front of the teachers. They say NPI instead, and there are a million other things that children say and do that are hidden from the adults around them. 

The Manolito books are not currently available in English, though you can get second-hand copies and you can read the first book on the Internet Archive if you sign up. But unfortunately the translation is so Americanised that I find it almost impossible to read. Using slang in a children's book is always going to run the risk of making the text sound dated in the future. It seems as if Elvira Lindo avoids this by using a kind of generalised slang rather than the 'slang of the moment' and by adding in very idiosyncratic  'Manolito-isms'. Certainly the books have remained in print in Spain and have been incredibly popular for more than 30 years. The US translation just doesn't really work, and that's a shame. That line about Manolito's grandfather, 'Mi abuelo mola . . .' is translated: 'My grandpa's cool; he's so cool, he's a whole lotta cool.' Manolito often refers to men and women as 'tío' or 'tía', words which, although they really mean 'uncle' and 'aunt' are used extremely commonly in Spain, maybe a bit like we use 'guy', but there is no direct equivalent in English. What certainly doesn't work is to replace them with 'dude' and 'broad'. This all just shows how tricky translation is. But I suspect that the real reason there haven't been further attempts to translate Manolito is just that difficulty of coping with the sensitive issues of the kind that led to the rewriting of Roald Dahl and the Enid Blyton.

Although there is one William story, William and the Nasties, that hasn't been included in collections since 1986, and about which Crompton herself was said to have been uncomfortable, in general the William stories don't seem to have been subject to pressure to rewrite for a modern audience. The censorship of the stories during Franco's rule is interesting though, and I shall find out more about that. Otherwise, publishers here don't seem too bothered about, for instance, William and his mates kidnapping babies and their prams from outside shops. But perhaps that's because babies don't get left outside shops in their prams any more.

The interview with Elvira Lindo is from La Marea 20/11/2024

Richmal Ashbee wrote the introduction to Mary Cadogan's Just William Through the Ages



Monday, 3 August 2026

Revolution! by Joan Lennon

"So, what are you writing these days?" they ask.

"A book for 8 to 12 year-olds about revolutions," I answer.

"STILL?!?!?" they reply.

Yup, it took a while. But now, after all this time, it's finally here.

I was introduced to non-fiction writing for this age group a few years back when I co-wrote two books with Joan Haig: Talking History (150 Years of Speakers and Speeches) pub. 2022, and Great Minds (2500 Years of Thinkers and Philosophy) pub. 2023. 

I was smitten. Revolution! followed. (Eventually.)

Here's a bit of a blurb:

What does it take to change the world?

Sometimes it’s toppling systems and finding new ways to govern that give people a better chance.

Sometimes it’s challenging long-held beliefs and finding the courage to think differently.

Sometimes it’s coming up with ingenious inventions that transform our everyday lives.

The world we know today has been shaped by exceptional events, ideas and inventions. Revolution! tells the stories of ordinary people who made the extraordinary happen.

Different kinds of revolutions. Different stories about change.

One of the things I love about this kind of non-fiction writing is getting to be a sort of serial monogamist. Each chapter looks at a different revolution, so with each chapter, I'd plunge in head-first, have a blast splashing about, send a tidal wave over the paper. This is FASCINATING! I'd like to write a whole book about this! Did you know...? But of course I only have four pages + illustrations + leaving enough space for translations. Oh well. 

Cutting words. Cutting words. Cutting words...

And then, I got to do it all over again with a completely different chapter and a completely different revolution. Yahoo! Sploosh! WOW! I could spend a lifetime studying this!

Twelve chapters, looking at three different sorts of revolution. That's twelve times I got to immerse myself, not counting twelve more in the Other Revolutions pages (a kind of 'if you liked those, how about these?' spread for each section).





One of the parts I particularly enjoyed writing were the slightly sideways questions at the end of each chapter. Questions like:

What use is music in a revolution?

Computers are here to stay. As long as mine works, why think about it?

Might India, Pakistan and Bangladesh reunite some day?

What makes something truly green?

I would try to answer in a way that might lead the reader to think again, and to ask MORE questions. 

And that was always the take home message.


Revolution! written by Joan Lennon, illustrated by Teo Georgiev, published by Templar Books, due out 27 August 2026.

Joan Lennon website

Joan Lennon Instagram


Saturday, 1 August 2026

Our parents before we knew them - by Sue Purkiss

 By now, my new book, An Ordinary War, should be available on Amazon, and fear not, I'll be writing all about it in a post later this month. It is inspired by my father's experiences as a prisoner of war for five years, after being captured on the way to Dunkirk.

But today, I'm writing not about him, but about my mother.

We've recently had a room refurbished. It's in the oldest part of the house, and dates from several hundred years ago, when this was a one-up one-down cottage or farmhouse. Since we moved in, over forty years ago, this room has had very little done to it. The walls were covered with ancient woodchip, which had been patched up and was now, in places, unattached to the crumbling plaster. The not-so-old chipboard floor was crumbling into large holes in places, so you had to be careful not to turn your ankle - only the carpet was holding it together.

So, finally, its day has come. It's been replastered and refloored, it's got smart new skirting boards and lights - even fancy new sockets with USB points. we've painted it in pretty colours, and once the carpet's down, it'll be ready to go. 

At the moment it's an empty space. But soon, other furniture will go into it, including a carved oak chest from another bedroom. I was explaining this a couple of weeks ago to my daughter and son-in-law, and we went to look at the chest. As we discussed this and various other furniture moves, Katie noticed an old embroidered fire screen which came from my parents' house. We hadn't used it for its original purpose because we had a mesh and wrought iron one from my parents-in-laws' house, which was really more practical.


Katie was admiring the embroidered screen - as you can see, it is very pretty. Then she had a brilliant idea. Why not make it into a picture, she said, and hang it in the 'new' room? So she and Chris took it away, and brought it back a week later, all ready to hang. He'd cut off the legs, and sanded and oiled the frame. And as he'd done so, he'd noticed an inscription, scartched into the frame. It said, CPL L Clarke 1943. This was my mother, Lily Clarke. During the war, she was a nurse with the WAAF, the Women's Auxiliary Air Force: the women's branch of the RAF.

I hadn't been sure who had embroidered the firescreen. I'd rather thought it was Auntie Ada, an old friend of Mum's, who had been a sort of a mother substitute to Mum (whose own mother had been somewhat deficient in the nurturing department), and who I knew to have given Mum lots of embroidered tablecloths and the like. But clearly, Mum had made it herself. And she'd done it during the war. 

Photo by Chris Davies

She was stationed on various bases in Lincolnshire, and she got to know a farmer and his wife, Mr and Mrs Thorpe. I think Mrs Thorpe was another substitute mother figure: she and Frank were very kind to Mum, and they stayed in touch after the war. (In fact oddly, with a nice little touch of circularity, the old carved chest, which we'd gone to look at when Katie spotted the firescreen, was left to Mum by the Thorpes.) Perhaps Mum worked on the firescreen when she was staying with the Thorpes: I couldn't really imagine her doing it in the hurly burly of an airforce base, with constant emergencies and admissions to the hospital.

Dad didn't talk much about his experiences as a POW, and Mum didn't talk much about her experiences in the WAAF. She reminisced occasionally about the different bases she'd been on, and she had a few photos - and she stayed in touch with one of the nurses she'd served with, who in fact was one of my godmothers. But you never got a sense of what day-to-day life was like, what it felt like to be in that situation. Probably, sadly, I just didn't ask the right questions.

But this little detail - her name scratched proudly onto the frame of this picture which she'd embroidered so painstakingly - somehow has drawn her closer to me. Our relationship wasn't always easy. Probably thanks largely to her own mother, she didn't find it easy to show affection. She poured it into the things she made for myself and my sister: dresses she sewed, cardigans she knitted - once, even, beautiful tweed suits that she went on an evening course to learn how to tailor. She loved making things and growing things. 

Now, when I look at the picture, I will imagine her working on it as the war raged and planes circled above the flat Lincolnshire countryside - and it will remind me of her.

Wednesday, 29 July 2026

A ROOM OF ONE'S OWN by Sheena Wilkinson

I've written on here before about the shift from living alone (for 24 years) to living with a husband, step child and two dogs, and the impact that has had on my writing from a purely practical point of view.

view from the desk (if I turn round)

When I first moved into this house, the only place for me to work was the dining room. I wrote  at the  table, and when we needed something bigger than the kitchen table to eat at --  if we had more than two people for dinner -- I could magically twitch my nose, shove all my writing paraphernalia into a cupboard, whip out a tablecloth and -- ta-da! -- the room became a dining room again. 

the old set up

It worked for a while. I was proud of my ability to compromise. It made sense to have a dual-purpose room. It was, spoilt, first-world and middle-class of me to complain that I didn't really have my own writing space. We wouldn't be staying here forever, and I looked forward to moving into a house where I could prioritise a room of my own once again. I would be happy with a tiny box, just so long as it didn't have to be anything BUT a study. And we don't entertain much, so the occasions when I had to transform the room back into a dining room were infrequent. 

too many chairs but nowhere to sit!

And yet. The room never felt right. The table was too big and invariably ended up in a mess, which I hated because I like order. There was an armchair but I never sat in it because the room was so dominated by the table that it never felt like somewhere to relax. And when we did use it as a dining room I felt that all my shoved-into-a-cupboard writing was judging me. As for that move -- well, it's still on the horizon, but we know now that, for various reasons, we are here for the duration.


It was time to transform this dual-purpose room. Out with the table -- it became the kitchen table, and the kitchen table found a new home. One of the sofas was moved into the room-formerly-known-as-the-dining-room. Most excitingly, for the first time in my life, I bought a brand-new, very lovely, solid oak desk. 

my lovely new desk

I now have a proper room of my own. It felt selfish, in a way, to claim this whole space, which is much bigger than I need, but in fact, rendering the room single-purpose has actually made it more flexible. I now have a comfy place to sit and read. When my husband is watching the racing on TV I have somewhere to go that isn't the kitchen. I can entertain my friends here, or knit and listen to podcasts, or simply read. 

somewhere to sit and read 

Has it improved my writing? Well, only time will tell, but it certainly hasn't hurt it. 

tiny bookcase -- £15 in a charity shop 



Friday, 24 July 2026

REMEMBERING A SERIOUS GAME By Penny Dolan

The academic year might be over but schools are, behind the gates, still working.
Computers & IT systems need attention, Classrooms, corridors and spaces must be cleaned, cupboards tidied, stationery re-ordered, art & craft materials topped up and library stock and book-boxes sorted out for the year ahead. All the essential practical tasks.

And the ‘niggly’ tidying has to happen too: all those random items that need to be stored, shifted or even 'moved onwards'. A bags of spare socks, mostly odd? Coloured pages magazines, with the best images removed? Tangled sports day ribbons or unwanted certificates? Irrelevant stickers? Unclaimed papier-mache sculptures? A child's gift too sentimental to take home? Oh well . . .



Old material can have an emotional weight that persists, like the old printed paper file that has been getting one last long look this week. Time for tidying over the summer here, too. Inside is a generous collection of my own particularly 'favourite poems', as once used on primary school visits. At the back, among my 'poetry info' crib sheets, was a wonderfully inspirational quote.

 The words came from the poet Pie Corbett, who has been a teacher, headteacher, lecturer & Ofsted Inspector, as well as a vocal critic of the government’s approach to testing in schools. His popular ‘Talk for Writing’ teacher training programmes influenced many schools and teachers, and he is the author of over two hundred books.


The quote I collected came from one of his earliest books: ‘Catapults & Kingfishers: Teaching Poetry In Primary Schools' which was a useful ‘how to’ book, full of ideas, poetic forms that children can enjoy and language games, and one that I worked with many times. What was clear was that, t
hough Pie enjoyed the fun that went with writing poetry as an activity, he was also very sure about what he wanted children to experience during creative writing sessions. He did not want rote teaching or to see his advice become dull prescription. Nor did he want a silly sentimental approach. He wanted the children to feel they could play with language, that words were theirs to own and use.

What Pie Corbett wrote was this:

A SERIOUS GAME

“It is never easy to say what it is that creates an atmosphere where children write creatively, (where there is) an enjoyment of what each individual has to offer, a love of words, a rich and exciting use of language, an encouraging attitude so that children start to change their self-image, to feel that they can do it. Above all it is probably the ability of the teacher to turn the whole activity into a serious game. A game that is both fun and fulfilling. This will go a long way towards developing a love of writing and enhancing our children’s lives with a clearer expression of the true nature of themselves and their world.”


When I found this quote, printed ready for some long-ago INSET sessions, I paused in my tidying, sorting and shredding and thought for a while.

A SERIOUS GAME?

Words needed not only for the children? Maybe a reminder to me that, even in this summer’s exhausting heat, writing can be more than a trudge. A hint of playfulness, a touch of the serious game might make a more useful approach to my own writing projects. Think on't, Penny. A game of words, but a serious game indeed.


Meanwhile: Researching this post led me to Children'sPoetrySummit.com, a current, useful site about UK poetry for children, but which is linked to the work of Pie Corbett and Brian Moses and writing in schools. https://childrenspoetrysummit.com/

In particular, I'd recommend finding the page Fire Lit Eyes: Running a School Writing Club by Brian Moses for a powerful but nostalgic description of how they worked with children in schools back, as they say, 'in the day'. Seriously!

Penny Dolan 
July 2026

Tuesday, 21 July 2026

A witch subplot in hindsight – by Rowena House





One theme that seems to have been consistent in my ABBA posts over the past few years is how slow progress has been on Book 2, which are famously tough to write, my seventeenth-century witch trial work-in-progress proving that general point.

But...

As my characters and I approach the last two months of this being a PhD work-in-progress, I can also see how their stories came on in leaps and bounds in the past twelve months, including a scramble to finish Draft 3 of the main plot last month, hence the lack of an ABBA post from me in June. Apologies.

What changed? 

One simple answer is the end of the PhD. Who doesn’t work better with a deadline?

But the story hasn't simply ended; it has changed fundamentally from the first draft, completed in April last year when I thought the main plot was the entire story, just one with a massive hole in the middle where a woman’s story should have been, my main protagonist being a male pamphleteer. 

The feminist subplot told from a woman viewpoint arrived in a rush in June 2025 for reasons I’m analysing for the critical commentary on the novel at the moment. Some of these reasons have to do with grief, which I’m not ready to write about just yet, but as I analyse the process, I’m seeing parallels with The Goose Road, my children's debut, written with the massive benefit of the collective effort of Bath Spa’s MA in writing for young people, for which I still can’t thank everyone involved  enough. Doing this one without such support has definitely made it far harder.

The first big hurdle with The Goose Road that other people couldn't help me with was the enormity of the First World War as a subject and a feeling that I needed permission to write about it. With Book Two, the ‘witches’ story wasn’t mine to tell, either. 

Taking Wilfred Owen’s war poems with me to key WW1 locations in France gave me that sense of permission in 2014; I was honouring the past, not invading it.

Now, I wonder if it was the understanding that I think I've acquired from years of researching, writing, and thinking about witch trials that gave me permission to enter the witch suspects’ dungeon this time around.

 

 

For example, last year, when writing about finishing the first (partial) draft of Book Two, I noted:

‘The biggest creative eye-opener of finishing the full draft was an entirely unexpected release of pent-up creative thoughts which arrived in a rush AFTER I spent a week tweaking the resolution. Years of fiddling with single-sentence commercial pitches fell away, replaced by a solid plot one-liner (15 words). 

'More importantly, a character one-liner arrived out of the blue, too, which, with hindsight, I can see is the heart of the story, the universal wood hidden within the story trees. The specific character journey on which I had been fixated turned out to be a metaphor for something simpler.’

That one-liner: a young man overcomes group-think and regains his humanity. The driving force behind his change of heart: writing about flawed prosecutions forced him to think critically.

Really, that’s my story, too. 

Writing about a specific set of witch trials forced me to think critically about the how of witchcraft belief rather than dismiss it as archaic nonsense. Applying social psychology theories to my pamphleteer explained his belief system, to my satisfaction at least.

The link with the here and now therefore became the slender nature of the gap between seventeenth century mindsets and the irrationalities of our times, which seem to me to be no more than a variation on a theme. A notion which seems to have been the key to unlocking herstory (versus history). 

 


Next month, I’m booked into a remote Dartmoor inn for four nights to re-read her story to see if that creative rush still makes sense. I’m hoping her subplot won’t need more than a line edit/proof read. But then again, maybe I’m forcing myself into that position by not giving myself enough time to do much else with it. Like ruin it! We’ll see. I’ll be back from the moor in time for the next ABBA blog and will let you know how that plan worked out.


Rowena House Author on Facebook

rowena.houseauthor on Instagram 

 

Friday, 17 July 2026

Link Ed In by Steve Way

 The great language teacher Michel Thomas often said that you learn a lot more about your own language when learning another. Although only semi-fluent in French, I am able to teach beginners (as my dad used to say, ‘In the land of the blind, the one-eyed man is king’) and often tell them that ‘most posh English comes from French’. Despite that I still feel uncomfortable saying ‘Je demande’ even though in French that merely means ‘I ask’ rather than that I’m being argumentative!

As an adjunct to Michel’s statement you could perhaps add learning more about your own language when you teach it. In my case, teaching mainly Spanish speakers, it’s made me more acutely aware of how unintuitive the pronunciation of English words is. Previously, though the habit of familiarity, it had never occurred to me that the pronunciation of the mass of words ending in -ed are never in fact pronounced as ‘Ed’, as in the abbreviation of Edward. Understandably, until I make my best effort to explain, my students ask-Ed or answer-Ed (also sounding the w) etc. Given that my teaching colleagues and I are only explaining this to a fraction of Spanish speakers, adopted English words ending in -ed also end up dedicated to Ed. Our most frequent discussions revolve around the professionals’ social media platform ‘LinkedIn’. Spanish speakers refer to it as ‘Link Ed In’.* One of my students responded to my explanation of this error by saying, “Ok Steve, I get it. It should be pronounced ‘Link-t In’ but I’ll have to carry on calling it ‘Link Ed In’ with my friends, otherwise they won’t know what I’m talking about!”

A different English term that has been changed in pronunciation by Spanish speakers is ‘WiFi’. They pronounce it as ‘wiffy’. I first discovered this from a student who was excited about going to a conference in London. “I’ll have to do some work while I’m in England,” he told me. “So when I get to the hotel, I’ll have to ask them if they’ve got a really strong wiffy!” In order to maintain cordial diplomatic relations between our two countries, I gently suggested that he didn’t do that.

Even though we state some acronyms as though they are words, such as ‘NASA’, Spanish speakers do so far more frequently. When I asked one student where he had been on holiday, he seemed to say that he had been to ‘Ossa’. Being desperately ignorant when it comes to geography, I wondered if he was referring to an eastern European city. Fortunately all became clear as he continued speaking, “Yes, we visited New York and then we went to Boston…” “Ah!” I declared. “You mean the U.S.A.” emphasising each letter. On other occasions some students talk about an important executive at the company by referring to them as the ‘See-oh’. You’ve probably deduced they were speaking about their C.E.O.

Something else interesting I’ve seen from teaching English is that it seems that the various schemes and courses used for teaching the language have certain idiosyncratic commonalities. It seems that all of them suggest that we all use one particular phrase, more or less in unison, when it begins raining. On the – increasingly rare – occasions when it’s raining on the plain or elsewhere in Spain, every student announces that, “it’s raining cats and dogs,” in the proud manner of a toddler exclaiming, “look, no stabilisers!” Now I know the phrase exists… but when did you last hear anyone using it? Also – astonishingly – the word ‘astonish’ is normally unknown to my students until I introduce them to it, which seems to indicate that for some reason this word has been excluded from all the standard courses. (I do tend to go off piste with my teaching, which is why I’ve discovered this.)

*Could that be misconstrued as ‘Link Ed in to a WhatsApp group?’ or does that could as splitting your social media sites rather than infinitives?

~~~~~~~~~~~~~~~~~~~~

Recently published

 

The original idea behind Reluctant Writers Resource was to provide an 'idea-a-week' to support creative writing lessons during the 38 weeks of the school year. However the concept mushroomed and the resource now provides considerably more than 38 weeks worth of ideas. The resource is divided into four sections. The 'Get the Pen Moving' section provides short, snappy ideas to help stir up the creative juices and support writers by getting words on the page, ideas include 'Nutty New Year Resolutions' and 'Silly Rules' (including those for teachers, which children seem to love writing!) The 'Standard ideas' section provides accessible, punchy ideas like 'Crazy Superheroes (and a few villains)' and 'Very Short Stories' and is followed by the 'Advanced ideas' section, providing more extended and sophisticated pieces as writers gain more confidence, including 'Letters to Aunt Agatha' (an agony aunt who receives bizarre letters from her readers) and 'Fairy-sized Fairy Tales', comically foreshortened versions of popular tales. The final section contains examples of 'Structured Stories' ranging from a series of short stories following a very distinct format to a piece (Hank Bullman rides into Certain City) clearly requiring a sequel. (What happens when he rides into Uncertain City?) Writers are encouraged to become co-authors of the structured stories and authors of increasing confidence to compose the Hank Bullman sequel.

Hardback ISBN: 979-8242528680

Paperback ISBN: 979-8241950987

Kindle ASIN: B0GF8RQ7WX    (The 0 is a zero)