For information about the proofing and selection process that goes into producing an edition of Journeys, please see the letter below, from the 2009 co-editors. For a description of the submission process, see the 2009 Submission Form.

Dear readers and writers for Journeys,

Due to the overwhelming response to the annual call for submissions to Journeys this year (over 700) and the limited space of 160 pages, the Journeys coeditors found it necessary to select about half of these submissions for its paperback version. We realize and regret that about half of the students who submitted stories were not able to see their writing in the paperback book, however we are pleased that everyone’s submission is published in the online expanded version available on the MLC website.

It has also come to our attention that naturally, some of you have expressed concerns about why a submission may or may not have been chosen for the paperback version. Here are some of the coeditors’ thoughts in response to your questions:

How were submissions chosen for the paperback version of Journeys 2009?

Each submission was read by 2 of the 3 coeditors and scored simply as a yes, maybe, or a no for the paperback version. Even with only the submissions ranked a yes, we still had too many to squeeze into the 160 page limit. Each of us then reread all the submissions ranked as a yes and with great thought and deliberation, narrowed the submissions down to those that miraculously fit into 160 pages (even fewer pages when you consider the index, and other pages that do not actually contain submissions). It was very difficult to make the final decisions, but necessary.

But what made a submission a yes, a maybe, or a no?

There were very few submissions ranked a no. A no usually meant that there was questionable inappropriate content or the writing was incomprehensible. What distinguished a yes from a maybe was based on the opinions of each of the three coeditors and regarded some combination of the following: engaging voice, vivid details, original and/or unusual content, and a well-organized structure (beginning, middle, end).

For example a submission may have been grammatically perfect, but lacked an engaging voice and did not reveal any new information or insights for the reader. Or, on the other hand, a submission may have had a friendly, natural voice with lots of content, but it was written with sweeping generalizations without interesting details. Often, submissions that engaged the editors included an honest truth-bearing voice, an authoritative voice (they really knew what they were talking about!), or a voice that was discovering something for the first time and was willing to share it with us.

What characteristics can I foster in my students’ writing to improve the quality of their writing and their chances of getting published in the paperback version of Journeys next year?

1. Details: Vivid and specific details always strengthen any piece. Think sensory details: sights, smells, sounds, tastes, touch. Brainstorm lists.
2. Voice: Relax. Let personality shine through. Allow the original “speaker” to be heard. Don’t over edit to perfection. Think of talking to your friend or next door neighbor and then put it in writing.
3. Organization: Beginning-middle-end and Main idea. These aspects can be improved most in the editing stages. Strengthen the piece by eliminating non-related content and by elaborating with details that truly support the main idea of each paragraph or the overall piece.
4. Original/unusual content: Sometimes students do not recognize what is unique about their own traditions when compared to the many aspects of culture in the US . Here is a good example: We received at least a dozen submissions that described weddings from various countries. Unfortunately, very few of these submissions emphasized truly unique aspects of the wedding tradition of the country represented (not surprisingly, every bride wore a dress, every groom wore a suit, and everyone ate food…but what kind of dress, what kind of suit, what kinds of food…and what other traditions were involved???) With so many stories competing for space, we had to choose the most engaging and interesting wedding pieces from the bunch. Tip: help your students recognize the unique identifying details of their subject before writing—details that make their experience, their custom, their family, their _____________ truly unique and interesting. Readers who are not familiar with the writer’s home culture, whether it is Foley, Minnesota or Mogadishu, Somalia, delight in learning something new—even in the littlest things like what a school uniform looks like, what a family eats for an afternoon snack, or what the city street smells like during a parade.

The coeditors of Journeys hope that we’ve addressed some of your concerns and have given you some helpful feedback. Please bare in mind, even with the explanations above, we are human, and each coeditor is different in her literary tastes. In the end, the process is a subjective one.

We wish you and your learners the very best over the coming year and hope next year’s editors enjoy the privilege of reading all your submissions as much as we have.

---the Coeditors of Journeys 2009:

Wendy Skinner, Jamie Joslin, and Jamie Thomas