Freelance Writing: Let’s Talk Money

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Money is always that icky topic most creatives avoid, but in these times where so many writers and artists are furloughed, jobless and thrown into the pool of pitching hell, money is important.

I have been participating in Tim Herrara’s Sunday Zoom panels, Freelancing With Tim. One of his recent ones focused a lot on how to build your freelance income. Jenni Gritters talked about diversifying your income stream and not putting all your eggs with one publication, one editor, or even one area. This got me thinking about my own income streams. When I first started I really focused on personal essays thinking this was what I was most qualified to write- I did teach the art of writing them for over a decade. I was not having much luck placing them though and most of the publications paid pretty modestly. So, I started thinking about what else I had expertise in that I could tap. I owned a restaurant before teaching, I have a talent for suggesting the perfect book for someone, I am pretty well traveled and I am pretty passionate about toxic diet culture. So, I shifted to pitching and writing about these topics. And bang, I got contracts. And, money. And, bylines.

But, it can be exhausting to pitch 10-20 articles a week, do all the pre-research, write grafs and then hope they get picked up. So, I went back to the drawing board again and thought about other ways to diversify my income. Teaching is an area I have deep experience in, especially teaching writing, especially teaching personal writing. So, I pitched a couple classes to The Coop Workshop. They picked up my personal essay class. It will be virtual so anyone can take it safely. I really like their model. They keep 20% of the proceeds and the teacher/writer keeps 80%. The woman who started it was looking for a way to help out of work writers find avenues to monetize their skills.

My favorite part of teaching was personal essays- the rounds of revision, feedback sessions and getting to a polished final draft. Now I can teach this without having to return to the classroom. This will add to my income buckets I can draw from and has inspired me to think about other ways I can leverage areas of personal expertise. Virtual cooking classes might be on the horizon…

If you are a freelance writer, think about all the areas you have experience or knowledge in and how you can use that to broaden your income streams. Also, check out Jenni Gritters‘ and Wudan Yan‘s podcast, “The Writer’s Co-op Pod” for great advice and tips on advocating for better pay rates, building relationships, negotiating contracts, taxes and basically everything you want to know about building your freelance writing career. Also, it is free 🙂

In Defense of Teachers

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Not everybody knows I am a former teacher. I loved the students, the people I worked with, the relationships that last far beyond the classroom. But, I am thankful every day I am not teaching this year.

I opened Twitter this morning to check and see if an app I linked was functioning properly and was caught by a teacher tweet in my feed.

“I need to write this down so I don’t forget: if we are still in this mess at the beginning of the next school year…I’m taking a leave of absence and working at…Trader Joe’s or Target or wherever. I love teaching AND I love my mental health more.”


It makes me sad and angry at the same time that so many of my friends, colleagues are leaving a profession they are passionate about because they feel devalued, attacked, in danger of infection, and generally bone-tired. I remember those feelings and that was before a pandemic. I have tried for years to figure out what it is about teaching that draws disrespect from the public that depends on educators to raise and enlighten the next generation. Many times teachers are treated like servants- pay is low, expectations are high, burnout is certain.

This photo was taken one of my first years teaching in Virginia. It is important to me. It stays on display in my office/library to remind me of the good things about teaching. So, I looked at it this morning and remembered all those students whose college essays I read and collaborated on, whose games, plays, and debates I attended to support them, whose worlds I had the privilege of being a part of, whose friendships I still have today. Teachers are people too, with dreams, responsibilities, families, student loans, car payments, child care issues, depression, loneliness, and stress just like the rest of us trying to navigate this upside down world we find ourselves in. I hoped back in March when everybody was praising teacher courage and resilience it would bring change in how we treat and value teachers. I hoped we would start recognizing the great burden society puts on them. Unfortunately, here we are.

I understand when friends reach out to let me know they are leaving the classroom. They have children to worry about, elderly parents to worry about, their own health to worry about. Just.Like.Us. We need teachers who are passionate about their mission, who do it because they love it, who know their responsibility to the next generation. But, I am scared many of those teachers will be leaving the profession, if they have not already.

To those sticking it out, adapting and finding ways to connect with their young charges, I see you. To those who elect to leave because the burden is too great, I see you as well. I know you are all the quiet heroes of many kids’ lives as you stock a fridge with snacks and food for those who have nothing to eat at home, or have a few dollars in your wallet to slip to the kid who can’t afford a ticket to the school play, or buy extra school supplies for those who can’t afford them, but don’t want the stigma of going to the school supply closet for the needy, or buying a couple extra copies of books so the kid who is scared at home has something to keep him company, or letting the boy in the back lay his head down for a few minutes because he works nights to help support his family. You are the caretakers and I see you.

Maybe one day the rest of the country will see you as well.

New approach to reading

Last year I implemented Kelly Gallagher’s “Book of the Month” plan. The choice reading was successful, but I was dissatisfied with the assessment. I agree who wants to take a test after reading a great book, but as a teacher I need some sort of assessment to put in the gradebook as a record of what students did. Assessment is always a struggle because you want it to be meaningful and help inform future plans, but one-size fits all just has never worked for me. Enter Goodreads.

novel books

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As a voracious reader, I love Goodreads. I can connect with other readers, get book suggestions, rate and review books and track my own reading goal progress. So as I was planning this year and how to structure self-selected reading, my mind turned to Goodreads. My plan was to get students on Goodreads, start a private group for our class and have them start logging their reading through the site. I have never seen such excitement about reading in my classroom. Below are the steps I took.

  1. Give the homework assignment “Bring a book you have loved to class.”
  2. Allow students to share these books to create excitement for reading.
  3. Direct students to Goodreads and get an account set up.
  4. Have them set a reading goal of at least 8 books (1 a month) or more of they dare. Have them select genres they are interested in reading and then rate the book they brought to class to begin their “read” shelf.
  5. Go to the library, do some booktalks, help students find their next great love (book). Help them log this book as “currently reading.” Join them into the class group of Goodreads so they can see their peers, what they are reading and make suggestions to each other.
  6. Each month they must rate and review at least one book. The review must show they read and thought about the book. I gave some example reviews of my own for them to model as they move into this aspect of the book a month assignment.

It is only week two and already two students have finished their books, rated and reviewed them. They have both started on new books. The important aspect of this is teacher-modeling and teacher-passion. I love to read. I love to talk about books. I love to rate and review books…and I show this all to my students. When they have reading time in class, I read. I ask them about their books and share my own reviews with them as I finish books. So far Goodreads has been a win for this year!

Up for Debate

Every year I poll my students about what they want to explore and accomplish by the end of the year. We create a list of class “goals” I post on the board and keep up all year long. I find by giving them some input, they work harder and are more interested in what we do. This year, for the first time ever, my classes overwhelmingly voted for debate as a platform for learning. They wanted to research, talk about and take positions on topics that were important to their lives. Well, we just started navigating those waters…

I started with implementing Kelly Gallagher’s Article of the Week assignment to get them thinking and writing about current event topics. It started a little shaky as students really just wanted to blast their opinions rather than looking at the arguments put forth and commenting on them using source material as evidence. I think fiery opinions are the challenge with implementing debate- students are very opinionated, but up until this point have not been asked to find credible sources to back up those opinions. After some modeled annotation and writing, students began to find their footing and the analytical skills necessary to argue against or for a position using evidence. In addition to Gallagher’s AOW, I began each class with a TED Talk that sparked an arguable position. This was a particularly fruitful exercise as most of the topics were not ideas or events the students had thought about. Below is my list, but there are myriad talks that would be useful depending on your students.

David Milliband

Duarte Geraldino

Noy Thrupkaew

Sir Ken Robinson

Julia Galef

Next up was to view “The Great Debaters,” not the full movie, but the pieces that showed preparation and presentation of debate with some journals about techniques observed in the movie. I found this movie to be invaluable in showing the students what true debate is and how to build a successful arguments utilizing different appeals. Following the first clip of the movie, I asked students to nominate their top five choices for classroom debate. The topics were similar to topics we had already discussed, but they also brought some new ones I had not introduced to them. Below is their list of top topics.

  • Gun Control, Immigration Policy, The Paris Climate Agreement, Funding/Defunding Planned Parenthood & Birth Control, Required Standardized Testing, Gay Marriage Rights, Taking down Confederate Statues, Universal Basic Income, Death Penalty and Freedom of Speech/Right to Organize

Now comes the work of helping students understand how to deeply research their resolved positions and put together the foundation of good debate. I enlisted the aid of my librarian. We are currently compiling resources and an approach to helping students utilize the research to develop various appeals for their side of the debate. Stay tuned!

Love this idea for the classroom! The Food Memory Narrative — Moving Writers

If you’re anything like me, those few short weeks between fall and winter breaks are nothing short of an anxiety inducing shopping/baking/grading/wrapping/tying-up-loose-ends extravaganza. Each year, the time sandwiched between breaks seems like too little or not quite enough. But a few years ago, I cooked up a new dish called Food Lit. Food Lit was inspired […]

via The Food Memory Narrative — Moving Writers

Eating the Elephant


I realized this morning I have been remiss in my blogging efforts. I have retreated into my first love…writing in journals. There is something about a slim Moleskin notebook and my favorite pen that just gets me. I am of that generation where computers were just emerging and everything was still done old school paper and pencil. I use technology when it is important and helps extend something I want to accomplish, but I am not a “tool for the tool’s sake” user. Hence most of my reflecting and ideating exists only in my journal collection. Recently though, I have been asked about some of the interesting happenings in my classes and when I was looking for one of my blog posts to send links to, I saw I had not posted any of those thoughts or resources.

One of the projects I am known for in my school district is the 20 Time Project (Innovation Hour). In the past two years, it has continually refined. Last year was my most successful group of projects yet. I learned the importance of showing students what resources are out there and helping them figure out how to get them. Project-Based Learning is the darling of school focus right now, but I don’t think the powers that be often think about how difficult PBL can be in a public school. Public schools have very little monetary resources for anything other than testing and remediation, are mired into a lockstep curriculum and often have staffs not quite as willing to go maverick when faced with punitive backlash if test scores drop. There is the added layer that many of the teachers in public schools have been there a long time and are used to weathering the storm of new vernacular and hot approaches. Not to say there are not great administrators (I have been particularly lucky) and forward-thinking educators out there, but it is the exception not the rule. I also think teachers can get overwhelmed because they try to eat the elephant all at once rather than little bites at a time. Beyond the resources and regulation, there is the basic structure of a public school with its desks in neat rows, white walls, strict bell system and industrialized view of education. All of this from environment to curriculum stack the odds against the success of PBL in public schools. It can work, but it takes a lot of patience, planning and willingness to adapt everything…sometimes on the fly. It works for me, but that is because those requirements are pretty integral to my character.

So, you are probably thinking blah, blah, blah, where are the resources? In thinking about the 20 time successes and failures over the past two years and what I have seen thus far this year, there are some definite must-dos and some still sort of gray, maybe this will work with this group of students, maybe not areas. I think one of the most important things you can do to get this project off the ground is communicate to parents clearly about every aspect of the project. I send a parent/guardian letter home the first day of school. Here is mine (adapted from Kevin Brookhouser’s original).


The very next thing that has to happen is immersion of students into the world of what 20 time can be. I do this through TED Talks, examples of entrepreneurship, volunteerism, passion-based projects…just everything you can get your hands on. Below is a link to my Youtube channel for 20 time inspiration. Feel free to subscribe; I update it when I find or create a new resource for 20 time. There is also a link to a previous post where I outline TED talks I use and how I use each one.

Honaker’s 20 Time Youtube Channel

Resources for Innovation Hour project

Something new this year I really liked was speed dating during brainstorming. Basically, after a couple of weeks of talking about the project, looking at inspirational ideas and viewing advice from last year’s students, we made a list of a few of our ideas and why they were important to us and then we moved around the room with stopwatches. Each student rotated through each other with only five minutes to introduce their ideas and respond to each other. This got the creative juices going and by the time we came back together as a large group, they were excited. This led into them starting to think about their pitch proposals. Pitches are an integral part of the process because it forces students to think about the viability of the project and to start doing some of the research necessary to any project’s success. They must pitch “Shark Tank” style and also provide a hard copy of the outline of their proposal. Each audience member fills out a praise and possibilities feedback form as exit tickets.

Pitch Requirements:

  • Outline of Project- what are you doing?
  • Who will you work with
  • Why is this project worthwhile- personally important to you, beneficial to society, passionate interest
  • Who is your audience/client base
  • Estimated budget (must show you have researched actual costs)
  • Timeline- how will you complete your project incrementally (think backward design, what is your end goal, move back from there)

Often after pitch proposals, students adapt and change their projects. The next class after proposals, I teach them how to set up their progress blogs and for their first post they must respond to all the feedback they received. This allows them to take a deep look at what their peers, community members and teachers thought about their idea. At their hearts, many students want to make the world better and sometimes when I introduce this project, they think they have to do something service-oriented. This year alone I had conversations with three students who pitched projects that were altruistic, but I could tell their passion was not in it and this type of project is never successful if the student does not love what they are doing. This is the moment when you have to step in as the guide and make them really question their purpose for choosing a particular direction to ensure they land on something they will not hate after two months of working on it. My students use WordPress blogs because I am familiar with the format, but you could use whatever you are comfortable with. The blogs are incredibly important so you can keep tabs on student progress, give them feedback and see the cool stuff they are doing. Blog requirements are outlined in the attached parent/guardian letter.

Once you get to this point, it is pretty much smooth for the next couple of months. My students get every other Friday to work on their projects and I spend those class periods helping them write grants, reading and responding to their blogs and floating around to check in on their work. These are very self-directed classes so they offer lots of freedom for the teacher to have individual contact with the students. Around November students are required to compile a status report. I implemented that last year to alleviate the problem of getting to the end and finding the project will not work out. It is a sanity check for myself and the students. It also makes them take a hard look at challenges they faced, how they overcame or didn’t and where they are on budget.


Last year, I realized that shortening the projects to one semester hindered some of my groups from finishing what they started for a number of reasons. My first year students complained a full year was too long so I went to a semester with presentation in the Spring. When it started becoming apparent some groups would not finish in December last year, I adapted. The groups that finished before break could have their 20 time Fridays throughout January and February to prepare presentations and tie up final project requirements. the groups that needed more time could continue actual project work , but would need to complete presentation and final requirements outside class. It worked beautifully. The kids that needed more time to finish their Frisbee Golf Course (funded through a student-written grant) construction had it, the young lady working on zoo murals with 4th graders (funded through a student-written grant) had it and the group that completed their Out of the Darkness walk and fundraiser had time to wrap up their presentation and final requirements. The extra, flexible time allowed students to finish up whatever way made most sense for them. Projects wrapped the week of April 14th. Students turned in all final requirements and participated in our school’s Titan 21 Exhibition night to present to the student body, as well as faculty and community members.

20 Time wrap-up

Requirements for the end of 20 Time projects:

  • Final video reflection describing outcomes and advice to next year’s 20 timers, 3-5 minutes
  • Final presentation at Titan 21 night April 14th, must be interactive
  • Final reflection on 20 Time model- blog that outlines what worked and did not work about the project, not yours personally but 20 time in general (timetables, pitch proposals, class time, blogs etc.)

In two years through these projects, our community has gained a set of murals on permanent display at Mill Mountain Zoo, a Frisbee Golf course, two novels published through Lulu, a suicide awareness club at HV, an Instagram channel about the beauty of Roanoke and myriad other amazing accomplishments. This project continually shows me what school could be. Below is a link to my collection on Digital Is, an incredible website from the National Writing Project that houses resources for teachers. NWP awarded me my first grant for this project that helped buy our first video camera to record all this great work. I will be forever grateful!

Digital Is 20 time collection


Bite-sized doodles, big ideas: Visualizing TED2016 — TED Blog

Doodles are more than just idle scribbles; they can distill complex ideas into useful packets of knowledge. During TED2016, artist Mia W. McNary translated 18-minute talks — on topics like what it means to be a global citizen, the psychology of introverts vs. extroverts and a prosecutor’s case for justice reform — into playful and…

via Bite-sized doodles, big ideas: Visualizing TED2016 — TED Blog

Let the remixing begin!

Mentor Text: The Twin Peaks poetry of Liz Worth Writing Techniques: Poetry Manipulating existing text for creative purposes Pop culture analysis Creative response Editing Background: I’ve already admitted to how I feel about magazines in this column. They’re these wonderful collections of information and inspiration that call to me on a regular basis. I read […]

via TV Poetry — Moving Writers