If you’re a children’s writer, is the children’s educational market for you?
Take the following quiz from Rita Milios to find out.
Answer each of the following questions as honestly as you can:
1. Are you an “information junkie?”
a) Definitely. I love discovering new information, reflecting on new ideas and broadening my scope of expertise.
b) Sort of. I enjoy discovering new information and ideas, but I value my own ideas just as much.
c) I really don’t care that much about information; I create mainly from my own imagination.
2. What does it mean to you to share ideas with children and shape their learning?
a) I view this as a big responsibility and therefore I feel the need to consider carefully everything that I write for them.
b) I recognize that a responsibility exists, but expect editors to be the ones responsible for the educational aspect of a writing project.
c) I really don’t feel any special responsibility; I just write what I write and let the market figure out how it fits.
3. How often do you write on assignment?
a) Often. Assignment writing is my main method of working. I enjoy it.
b) Only occasionally, but I would like to do more. I enjoy it.
c) Never. I prefer to make my own schedule and execute my own ideas.
4. How closely do you follow writer’s guidelines?
a) I realize that they are crucial; therefore I read them carefully and follow them exactly.
b) I view them as suggestions; if they fit my plan I follow them, but I feel free to adjust them as I see fit.
c) I really don’t consider these important; guidelines stifle my creativity, so I usually ignore them.
5. How much communication do you expect to have with an editor when you are writing on assignment?
a) I expect a fair amount of contact in the beginning, probably via guidelines and email updates, then less as the work goes on. But I do expect that I will be able to ask questions and have them replied to promptly.
b) I expect that an editor will be available to do a little “hand-holding” as I find my way through a project. If I have questions, I expect to be able to call an editor and get it answered right away.
c) I expect an editor to be train me (preferably via phone) in the specifics of a
project and to return all my phone calls promptly.
5. How flexible are you in working with editorial changes–project delays or crunches, changes in editorial direction, new components added to a project, etc?
a) I realize that changes in direction and new requirements are often a part of
such projects and I deal with them professionally-–doing what is asked as
promptly as possible, without complaining.
b) I realize that changes in direction and new requirements are often a part of
such projects and I try to deal with them professionally-, but I sometimes
feel obliged to let my editor know about my frustrations with such changes.
c) I feel that such changes are unacceptable and I will not make these kinds of adjustments. That is the job of the editor.
6. How comfortable are you with research and where do you find it?
a) Reputable research is vital, so I use only sources recognized as reliable (primary sources, academic materials, internet sites related to a college, institution or association that is regarded for its expertise in a field, etc.).
b) I recognize that reputable sources are important, and I use these; but I place equal value on more informal research such as blog posts and personal websites.
c) Google is the only source I ever need. I use whatever sites are returned as
the top sites in a Google search.
7. How important do you believe creativity is in education writing?
a) Creativity is extremely important. It is what separates great educational
writing from mediocre and is a expected by publishers today.
b) Creativity is helpful; when you have the flexibility to be more creative, it is good to incorporate it into the writing.
c) Creativity does not have much place in educational writing. Writing that is
mostly didactic and encyclopedic is perfectly acceptable.
8. Are you capable of (and enjoy) writing at various grade levels?
a) Definitely I can write equally well at a variety of grade levels, and I enjoy the challenge and creativity of such options.
b) I have written for at least a couple of different age levels and I am eager to learn the specific requirements for each grade level.
c) I only write for one age or grade level and do not want to add more.
9. Are you capable of (and enjoy) creating different kinds of materials–books, workbooks, quizzes, crafts, activities, flash chards, etc.?
a) I have created many of these in the past, and I know I can learn how to create others.
b) I have not done much of this kind of work, but I am willing and eager to learn how.
c) I never want to write anything other than the nonfiction articles or fiction
stories that I currently write.
10. How familiar are you with curriculum guidelines?
a) I know where to access different states’ curriculum guidelines, and have
used these for previous educational assignments.
b) I trust that I can find this information and am willing to spend some time learning how to use it in my educational writing,
c) What? This sounds too restrictive for me. I’m not interested in adhering to such guidelines.
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Scoring: Give yourself 10 points for each “a” answer, 6 pints for each “b” answer and 3 points for each “c” answer. Total your score for all answers.
If your Total is 80-100 points, congratulations! You are definitely ready (or already on your way) to be an educational writer. You have the right combination of professional attitude, skills, knowledge, curiosity, and social responsibility to make a great children’s educational writer.
If your Total is between 60 and 80 points, good for you! You have the right attitude, curiosity and some of the skills and knowledge you’ll need to be a great children’s educational writer. You also have the willingness to learn and grow in your skills and knowledge in order to achieve your goal.
If your Total is between 40 and 60 points, you may need to work harder to accomplish your goal of writing for the children’s educational market. Look back at the questions you gave “c” answers to. Do these reflect an unwillingness to compromise or to be flexible? Do your answers indicate that you consider your personal independence as a creator of the utmost importance? If so, you may need to adjust this attitude and recognize that the requirements of educational writing, which is often based on assignments and detailed guidelines, is in its own way creative.
In addition, it can be very rewarding to work as a team player once in a while. If you can achieve this new perspective, you will be much more likely to make a good educational writer.
If your Total is less than 40 points, yikes! You have challenges ahead, should you choose to pursue the niche of children’s educational writing. Review the questions and suggestions in the above scoring and see if these may indicate to you some areas where you may wish to make adjustments. If not, then education writing may simply not be your cup of teas, after all.
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To learn more about writing for the children’s educational markets, join the Children’s Writers’ Coaching Club today and attend a special LIVE teleclass today at 2:00 eastern time with 
Rita Milios. Once you join the club, you will receive an email invitation to this event. Later, you will receive a link to a recording of this event so you can listen to it again any time you want.
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