Robert M. Rayner

Readings

Robert reads excerpts from his adult and young adult novels, and other works, commenting on things like: Where stories 'come from'; shaping character and plot; taking criticism; writing 'the truth'; the 'writing triangle'; writing as a 'never ending process'. Robert talks to teachers centre on how the “process” of writing as we teach it in school relates to the “real life” experience of writing, and how this experience, in turn, provides insight into how we might best teach writing.

Book Sales:

Copies of books can be brought to be sold and autographed.

Workshops

Workshops are built around the ‘Four P’s’: PLOT, PROBLEM (CONFLICT), PERSON (CHARACTER), PLACE (SETTING), and include commentary on the five step ‘process’ of writing (when you need and don’t need to follow it throughout); the writing triangle; planning your writing; drafting; what to do when you ‘stick’, rewriting (and rewriting and rewriting…); what to ask yourself as you rewrite; ‘writing like a reader’; editing; ways of sharing writing.

Book Sales:

Copies of books can be brought to be sold and autographed.

Biography

Robert Rayner worked as a journalist in Cambridge, England, before turning to education. He taught in Colchester, England, and Glovertown, Newfoundland. He moved to New Brunswick to work as music, fine arts and language arts consultant in School District 10 (Charlotte County), and was principal of St. George Elementary School for five years. He lives with his teacher wife, Nancy, on the Magaguadavic River in St. George, where he teaches music (piano, saxophone and clarinet), photographs, and writes. He toured Nunavut for the Canadian Children’s Book Centre during Children’s Book Week in 2004, and visited Newfoundland for the Hackmatack Children’s Choice Award in 2006.

OTHER PRESENTATIONS:
Author tailors talks to audience. Topics, which include readings, usually include: Where stories and characters ‘come from’; shaping character and plot; taking criticism; writing ‘the truth’; the ‘writing triangle’; writing as a ‘never ending process’; how the ‘process’ of writing as we teach it in school relates to the ‘real life’ experience of writing, and how this experience, in turn, provides insight into how we might best teach writing; etc.