The Kindle

I just concluded teaching “Blogging for Bucks” at the Midwest Writing Conference at St. Ambrose University in Davenport, Iowa, and sat in on a presentation from an e-book publisher. The same gentleman now setting up to publish in e-book formats was an agent when I sat next to him at lunch in Chicago at “Love Is Murder” a few years ago. Now, he and his wife—and me—are pioneers packing our wagon train and heading for the New Frontier of Kindles and Nooks.

David Morrell thinks that agents, in the future, will take over most of the functions  of print publishers. I have an agent. I would rather not use her and take care of business myself, but, then, I founded and functioned as CEO of 2 previous businesses  (Sylvan Learning Center #3301 and Prometric Testing Center #3301), so I don’t mind it that “the buck stops here.” In fact, I prefer it that way.

I  just attended the BEA (Book Expo America) in New York City for the 8th time, BlogWorld, WorldCon (in Austin, TX) and the Book Blogger conference at the Jacob Javits Center in New York City. All the talks and presentations and panels eventually talked about  e-book publishing and what to make of it. Here’s what I make of e-book publishing and I will echo J.A. Konrath, one of the leaders of the charge.

Why not?

“Writers of the world unite, you have nothing to lose but your chains! Give me your hungry-to-publish, your poor struggling authors, your wretched masses yearning to write free. I lift my E-Lamp beside the golden door.”

The “tipping point” for e-books versus print books has already been reached. By Christmas, the deluge will be unleashed as waves of Kindles and BookNooks and Sony Readers are gifted. The new generation (Millennials) are growing up playing with complex technology and hungry for it. My two-year-old granddaughters see anything electronic (camera, cell phone, Ipad) and immediately want to glom onto it.

There is no turning back.

The new frontier is upon us. The print publishing industry is circling the wagons. [They're humming Cher's song, "If I Could Turn Back Time."] In reading David Morrell’s blog, I saw that he had revised his opinion on when e-books would overtake print books downward from 5 years to 2 years. Reading the new E-book “How I Sold 1 Million Copies of My E-Book in 5 Months” by John Locke, I learned that GBL (Guaranteed Buy Lists) and OOU (One of Us) and blogging to spread the word are all going to be part of the Author-of-the-Future’s repertoire.

In my own case, my paperback books are not self-published. Small, independent publishers thought enough of my work to put out the print copies.  I paid Pattishall, McAuliffe, Newbury, Hilliard & Geraldson LLP (Chicago) to retain all e-book rights. I publish the same book as an e-book under the imprimatur Quad City Press. I make more money from virtual book sales and I know I’m being paid what I’m owed.
What are the advantages? Control, for one thing.

I had one publisher who slapped a cheap cover on a good book and nearly ruined it. (One reviewer even said, “You can’t judge this book by its cover.”) This would never have happened if I had published it as an e-book title and developed the cover myself. That same publisher kept my book a year, never paid me one cent of royalties (despite being contractually obligated to do so) and then, after I protested, sent me a check for $32. I knew, for a fact, that the book had sold that much in one book signing at a Barnes & Noble store, but how would I prove that I had been cheated? I licked my wounds and moved on, got a new (better) cover (Amish men don’t wear blue jeans, shirts with rick-rack and pork pie hats!) and published it as a Kindle title myself. It’s new and improved, and it stays up until I say it comes down. Plus, I don’t have to worry about being cheated out of my royalties or not getting paid when the company goes under, as is happening now with Leisure book authors.

If you price your book under $9.99, the author retains 70% of the money paid directly to his or her bank account. I was recently offered 35% royalties by an e-book publisher to publish my 80,000 word novel The Color of Evil. The company wanted extensive rewrites of one section. There was no upfront money, so promotion would still be all on my dime, as has been the case with the small independent publishers with whom I’ve worked. Why not publish this myself as Quad City Press, not have to rewrite in a different voice, and reap two times the royalties? (70% versus 35%). Also, you can do creative things with pricing books in a series, which is my plan with The Color of Evil, Red Is for Rage and the third book in the series, (which I am at work writing now.)

E-book publishing is both a godsend and opening the floodgates. True, some drek will be published, but if you have a person who has been writing for pay for 55 years (as I have) and has won national awards for his or her writing (as I have), your odds are pretty good that, if you like one title by this proficient author, you’ll like the others.

Pricing is key. Perseverance is key, but watch out, world. Here we come: the E-book authors are on the move! Get ready!

Another such joint program was one in business management, which had 900 inmates participate in the most recent round of classes. These classes seem to have been offered on-site, as 19 instructors were being displaced, but those instructors were told they could bid for other prison education jobs.

The fact is that ex-convicts are actively recruited for entrance into Eastern Iowa Community College in the Iowa Quad Cities, for example. At least one such community college cited in this article—Southeastern Illinois—has announced that it is halting its prison education programs because the state of Illinois is so late in reimbursing the institution for the work it has previously provided.

The article went on to say, “Community colleges provide many different classes for inmates, ranging from automotive repair to horticulture.” I can attest to this, having taught primarily students who were enrolled in automotive repair, HVAC programs, culinary arts programs or sign language.

The problem I perceived was that instructors were never provided any information about the enrolled ex-convict’s presence in their class. I realize that privacy issues and privacy policies (that often out-rule common sense) have come to dominate on the community college front, but it seems that the instructor, at least, should have the right to know that a student enrolled in his or her class has just been released from prison. This needn’t be knowledge the entire class possesses, but the instructor deserves to know.

This past history of violence, in some cases, can become a very real problem for the instructor and/or for the rest of the class, as it did for me when I had just such an ex-convict who enrolled (late) in one of my classes. I only found out that he was an ex-convict because he told me, in great detail, about the robbery he had committed. Among other problems this individual faced, he was an alcoholic with a device affixed to his vehicle to monitor his driving because of a DUI citation.

My class taught students how to put together a resume and how to interview for a job, skills that would certainly be beneficial for anyone and no less useful for ex-convicts. After my class had met four times, this particular student came straggling into the office, and I was pointed out as the instructor.

I sat down and attempted to fill him in on all missed work (we only met about 28 times, so 4 absences was quite a lot of missed time for a “late” enrollment). He talked non-stop about robbing his father’s place of employment after-hours, justifying the theft by saying he only wanted the money to go visit his mother in Florida, who had abandoned him when he was eight.

Those sad stories aside, he shared the news of his young daughter, (whom, I later learned, he used to blow into his DUI device so that he could drive drunk to class.) It seems it was her birthday that day. I tried very hard to be encouraging and sympathetic to both this student and others whom I learned, only by accident, were ex-convicts and enrolled in my classes.

The DUI student only came to class once. We were working on resumes in a room that I had reserved which was to have a computer for each student, but there had been some sort of screw-up and we were assigned to a room where the computers were specially designed for a court-reporting class and did not work for “regular” computer work. This student sat in the back of the room being loud and unruly and his blue language caused 3 other class members to come to me and complain after class (I was up front at the blackboard, trying to give instructions while he was drowning out the instruction and using “f” bombs every other word.)

After that, we never again saw the student in the class. I set about arranging the interviews I always arranged with my former Chamber of Commerce contacts, (some of whom at the local auto plazas actually gave jobs to the students they interviewed.) The interview was approximately ½ of the student’s grade, but the missing ex-convict had never returned to class to find out when he was assigned to be interviewed (interviews were also filmed for later critique.)

When it came time to “write a memo,” the class and I wrote a very bland memo that simply said “To:  John Doe. From: (my name). Re: Your Interview.” It then filled in the time, day and date of the arranged interview, noting that the interview was 50% of the student’s grade.

The student-in-question, the ex-convict who had been recruited by an African American administrator known as the administration’s “hatchet woman,”a very unpleasant lady with a bald spot the size of a dinner plate and the personality of a piranha…rather than viewing the informative memo(s) as doing Mr. DUI a favor in trying to salvage his grade, said that he had lodged a complaint that he had been sent the memo(s). The hatchet woman, (who bore a grudge against me for the alleged sins of my successor at the Sylvan Learning Center I had sold 2 years previously, whom she felt did not do a good enough job with her niece for a sum of money that she paid) was complained to.

For my part, the student in question showed up again only on the day of the final as it was ending (having missed the interview and all other classes and having only been seen once, in person), entered my classroom (no security at all in the entire building, but a sign posted by the copy machine that read “If you are assaulted, call the Sheriff,” with a phone number) and threatened to kill me. He reeked of booze, and his fellow classmates told me that, thanks to his young daughter, he would have her breathe into his DUI device so that he could drive to campus each morning.

The bell was ringing just as the ex-convict’s threat came, and all of us, me included, exited to the busy hallways ASAP, although it was well-known that no security personnel existed to assist any of us, student or teacher.

For my part, I  tried to remain calm and I suggested to the ex-convict that we both go to the Dean’s office together to discuss his concerns. I already had a meeting scheduled about an hour after this to discuss whether it was “ethical” to be required to turn over my Final Exam, in advance, to the various assigned “tutors” for these students, many of whom could not read or could not read at the level necessary for college instruction.

It had come to my attention that the entire exam was being spoon-fed to some of the students by some of the tutors (not all, but some), and the regular students in my class—-kids fresh out of high school, not fresh out of prison—were justifiably upset that they didn’t get this unfair “break.”

As luck would have it, the drunk ex-convict’s advisor was in the hallway, saw him, and escorted him from the building, thereby sparing me a knifing, beating or worse. I spent the rest of the semester trying to find out if that student was still on campus and was coming back, had been expelled, what? No one would tell me (the instructor) what disciplinary action (if any) had been taken against the ex-convict in the auto body repair program. I was told to just drop it.

Despite some serious PTSD from the death threat that day, I did keep my appointment one hour later, where the large African-American administrator poked her finger into my chest and back-marched me around an office in full view of several other college employees (the tutors), who apparently felt that a death threat to an instructor from a student who had never attended class was justified, while a memo that he needed to be present for a scheduled interview that was 50% of his grade was not.

I am sympathetic to the many government-sponsored programs to assist ex-convicts who are leaving prison and need further training to find jobs, and so is the John Howard Association, a prison watchdog group that has raised red flags about cuts to prison education programs. However, I am more sympathetic to the “regular, normal” students and teachers in that community college who are never ever given even so much as a private “heads up” to the danger(s) that may lurk within their classroom.

Ask yourself how you’d feel if you were either (a) one of the regular, normal 18-year-old high school graduates sitting next to such ex-cons, not being given the “tutor” treatment that involved advance knowledge of all test questions on a test and/or the threat the seatmate next to you could potentially pose (especially if drunk at the time) (b) the instructor, fending off death threats from a drunk ex-convict who wanders into your classroom for only the second time all year.

And, last but not least, when do “privacy laws” allow for some protection for that instructor and those students, and what gives an out-of-control administrator the right to physically assault (poking with one’s finger is assault) a hard-working professor with the highest satisfaction marks of any on the faculty, simply because her niece didn’t do well in a reading improvement program that that individual had set up 20 years previously but had not been affiliated with for over 4 years?

Some further investigation of the effects of these government-sponsored classes should be made. Are these students really “college competent?” Is their reading level up to the standards that college work…even junior college work…requires?

Following the near-assault by a student and the actual assault, verbal and physical, by an administrator, I went to the office to take the sign that said, “If you are assault, call the Sheriff” as proof of the lax security, and….surprise!…it had been taken down. (There were still no security officers employed for the rest of that year, but we had the number that might have helped us get help taken from us.) I’ve been told that now this college employs security guards, but I don’t know if that is true. I do know that the Illinois institution that it most resembles in this area has always had a security force, and I was very surprised to learn that the Iowa one did not think that the expense was justified. In my own case, since I could never get a straight answer as to what had been done with the ex-convict student, I had volunteer male members of my class (who asked me, unbidden) escort me to and from my automobile for the rest of the semester. This begged the question of my brand-new car sitting in the parking lot all day, potential prey to a guy with major-league problems and a possible unjustified grudge.

This is why I am not that crushed to hear that the computer and business management classes paid for by government dollars for ex-convicts may be diminishing. Our tax dollars at work, Folks. The inmates now run the asylum a lot of places.

Among the cuts being contemplated, according to Enrique’s Community Update and the Chicago Sun Times article of 3/16/2010 by Rosalind Rossi (www.suntimes.com/news/education), anticipated cutbacks include most assistant Principal positions, a number of clerks, and a moratorium on non-varsity sports. There would also be no full-day kindergarten, no early childhood classes and no mandated transportation to magnet schools or charter schools.

The proposed cuts include $398 million in central office and citywide cuts and 3,200 teaching positions, with 600 non-teaching positions also scheduled to be cut. Another 1,900 jobs would open up due to resignations and retirements. Most central office employees would also take 15 furlough days (as they did this year) and there would be a pay freeze.

There would be $27 million cut in non-mandatory transportation to magnet or charter schools and $17 million in cuts to enrichment and after-school programs.  The system would attempt to cover the deficit by drawing down $240 million from the system’s reserve fund and there would be a –18% reduction to charter and contract schools in per student spending.

The Chicago Teachers’ Union is due a projected 4% raise next year, which would amount to +$169 million in additional spending.  Teachers’ Union spokesperson Rosemarie Genova of the CTU (Chicago Teachers’ Union) said, “If this is a negotiating ploy, there will be no negotiation in the press.”

Next year, pension demands on the TRS (Teachers’ Retirement System) are slated to jump from $308 million to $587 million as a result of the aging of the teaching force and retirements of veteran teaching staff. The TRS system in Illinois is generally considered the third-best teachers’ pension system in the nation.

After the normal “welcomes” and reference to how “prayer can bring sustenance to our lives” Obama said, “But there is a sense that something is different now; that something is broken; that those of us in Washington are not serving the people as well as we should. At times, it seems like we’re unable to listen to one another, to have at once a serious and civil debate.  And this erosion of civility in the public square sows division and distrust among our citizens.  It poisons the well of public opinion.  It leaves each side little room to negotiate with the other.  It makes politics an all-or-nothing sport, where one side is either always right or always wrong when, in reality, neither side has a monopoly on truth…Empowered by faith, consistently, prayerfully, we need to find our way back to civility.”

Obama went on, “Civility also requires relearning how to disagree without being disagreeable…We forget that we share at some deep level the same dreams—even when we don’t share the same plans on how to fulfill them.”  The president urged a way “to make an impact in a way that’s civil and respectful of difference and focused on what matters most.

Obama quoted three great leaders in making his point(s) on civility:

1)      Abraham Lincoln, who said, on the eve of the Civil War, “We are not enemies, but friends.  Though passions may have strained, it must not break our bonds of affection.”

2)      Martin Luther King:  “Love is the only force capable of transforming an enemy into a friend.”

3)      President John F. Kennedy: “Civility is not a sign of weakness.”

Obama said, “But progress doesn’t come when we demonize opponents.  It’s not born in righteous spite.” He added, “It seems like the very idea (of civility) is a relic of some bygone era.  The word itself seems quaint—civility.”

All of the above excerpts from our president’s February 4^th speech are so true and so sad. I have bold-faced the last line, because I think that President Obama may not realize how true it is: civility and politeness are, indeed, values no longer abroad in the land. Civility is a quaint word and a quaint concept in 2010.

It seems that only the older generation—those who grew up in the age of Truman and Eisenhower or before— have even a dim memory of how it used to be in society.  Children were taught to be polite; rudeness towards one’s parents, peers or teachers was not tolerated. The longshoreman language we hear spouted by even first-grade students in schools was non-existent in those “happy days.”

In today’s schools at every level, teachers are lucky if they are merely called profane names. Educators are fortunate if they are only assaulted with idle threats and profane insults when things don’t go the students’ way.  The teacher is no longer always right. Mom and Dad—if there is one— (and, often, the administration of the school) will very often side with Junior and undercut attempts at enforcing standards of civility and polite discourse. In some noteworthy cases, Junior may become violent, a threat to himself, his teachers, and his classmates. These outbursts, this impolite, dangerous behavior did not happen in the days of civility and polite discourse.

Not just schools and government, but all of our institutions are under attack; none of our institutions are totally trusted any longer. It doesn’t matter if you’re a fireman, a policeman, a teacher or a politician. Whatever form of authority you represent, even if it is simply the owner of a store, handling customer complaints is a nightmare in this age of out-of-control anger and uncivil behavior.

What was most telling, for me, about President Obama’s eloquent words, were the three quotes he selected to illustrate his very valid points about civility in 2010. Obama quoted John Fitzgerald Kennedy, the martyred president of Camelot lost; Martin Luther King, Jr., the murdered Civil Rights leader who preached nonviolence to his followers; and Abraham Lincoln, whose enemies chose to still that Illinois president’s voice of reason with a bullet to the brain

I found the words of President Obama’s speech true and moving.

However, I fear that he is pleading for something that is perhaps gone forever, like the dinosaur, or, if not gone, in very short supply.  Quoting three murdered leaders only makes me fear more for our president and for our country, which so badly needs polite and civil discourse and both sides working together in civil harmony, rather than radical rants and unreasonable stone-walling.

Something is broken, Mr. President, not just in Washington, D.C., but also in the United States of America. Can chaos give way to order? Can the bell of rude behavior be unrung when it’s been pealing for decades?

Many things are definitely broken in America. I wonder if they can be fixed?

Several tips to help with uploading pictures:

1) Select a picture you actually want to upload

2) Keep eyes open at all times

3) Using a mouse to assist with uploads can decrease the time spent uploading by 98%

4) Uploads are best done with a computer

5) Do not try to upload pictures directly from a non-digital camera

6) When uploading pictures, best to leave pants on

Who doesn’t love a nice kitten upload?  Satan, of course.

     “Reading at Risk” surveyed over 17,000 adults (age 18 or older), asking them about their reading habits in regards to novels, short stories, poetry and/or plays.  The focus was mainly on literary reading trends for “Reading at Risk.”

    In a separate study entitled “To Read or Not to Read,” statistics were gathered from more than 40 national studies on reading habits of children, teenagers and adults. This study dealt with all kinds of reading: books, magazines, newspapers, online reading.

     According to the NEA, less than 1/3 of 13-year-olds read for pleasure every day, a 14% decline from 20 years ago.  The percentage of 17-year-old non-readers doubled in that same twenty-year span. If you’re an American between the ages of 15 and 24, you spend 2 hours a day watching television, but only 7 minutes a day reading, according to this study.

     Timothy Shanahan, a professor at the University of Illinois in Chicago and past president of the International Reading Association says that many young people say they don’t read because it’s lonely. When they are online or text messaging, they feel involved with others, but they do not feel this sense of community when reading by themselves. “What kids like about IM-ing and text messaging is that it’s playful and interactive and connects then to their friends,’ said Shanahan in an article entitled “The Grim Reader” in the March/April issue of Poets & Writers. (pp.10-13).

    Shanahan continued, “The Harry Potter books were popular not mainly because of this wonderful story and the language, I don’t think, but because it was this huge phenomenon that allowed young people to participate in it.  What was exciting was reading what your friends were reading and talking to them about it.  People of all ages are hungry for that kind of community.”

    The article continues discussing the need for community and how the Internet seems to fill that void for many disconnected individuals. It is not difficult to see that reading a book, as opposed to going online, might suffer, if the desire for feedback and community, lacking in today’s anonymous society is satisfied most by the online substitute for actual human interaction.

     One only has to go online to any blog to see the decline and fall of the language. A young friend with degrees in computer science tells me, “They didn’t teach us that stuff,” when I ask him about his spelling, grammar, syntax mistakes. By “they” he means, of course, his English teachers, and I have heard this refrain from my students at six colleges in my day. I “taught this stuff” for almost 20 years to 12 and 13-year-olds. In my classes, we labored long and hard over grammar, spelling, syntax, subject/verb agreement, etc.

     When and why did the attempts to teach our native tongue—complete with grammar, syntax, etc.— stop? This very bright young man now finds himself completely qualified to do the technical side of blogging, but handicapped by a lack of proficiency in those areas.

    I remember that, when I began teaching at the junior high school level in 1969, my students routinely wrote short stories, which were then taken to the high school Creative Writing class(es) for judging. By the time I left my public school classroom in 1985, the students coming up from the grades below no longer could write a coherent sentence, let alone a paragraph, let alone a story. We had to discontinue the Short Story contest, and the Creative Writing class at the high school level similarly withered and died. In the college classroom as recently as 2004, the students had great difficulty writing, unless they were older students coming back to the community college to retrain.

     Of some concern to me was the survey that was printed with the article, a survey of 75 readers who voted on the Best Award-winning novel of 2007. Sixty-two % of those who responded believed that Cormac McCarthy’s novel “The Road” deserved that distinction, which it well may, based on its plot-driven story and theme.

     The problem is that Cormac McCarthy (who was shown often in the crowd at the Oscars as the awards for “No Country for Old Men” rolled in) doesn’t much believe in the use of traditional punctuation, particularly apostrophes. I realize that no less a luminary than e.e. cummings similarly refused to capitalize, but picking “The Road” only reinforces our drift, as a nation, towards anarchy, defined in this case as a failure to even attempt to follow the rules of grammar and punctuation.

     Sometimes, we veteran English teachers feel like the little Dutch boy with his finger in the dike. We know that the dike will give way if we remove our finger, but what are we to do? Language is constantly changing, yes. I am much more likely to use a sentence fragment in a story I write, today, than I would have been twenty years ago. Language is not set in stone and there are new words and terms and techno-speak being added every day.

     But some appreciation for following the rules  handed down by great writers seems wise. Poet e.e. cummings was an exception that proved the rule, not a groundbreaker who made new ones. It will be interesting to assess Cormac McCarthy’s effect on language from the perspective of a decade hence.