| I belong to a number of writing groups, and I am | | | | it have an impact on them and become a part of |
| a co-moderator in a critique group. A few months | | | | their lives. |
| ago I read a poem for children about the | | | | While most authors may not want to devote |
| environment and conservation. Recently, I read a | | | | their time to writing books about the |
| wonderful picture book about recycling and the | | | | environment, just a sentence or scene woven |
| environment. This got me thinking. | | | | into a story will certainly have an affect. It can be |
| Writers have the perfect format for teaching and | | | | a very subtle mention. For example, if it's a story |
| molding children, and the perfect opportunity. | | | | about a couple of friends at home, one or two |
| From picture books to young adult novels, | | | | sentences in the scene might be: |
| conservation and the environment are topics that | | | | Joe threw his soda bottle in the trash. "Hey Joe, |
| authors should be thinking of writing about, or at | | | | that goes in the green pail for recycling." |
| least weave into their stories. The saying goes, | | | | This would be the extent of the comment. It's |
| "you are what you eat," well children become | | | | short, almost unseen, and yet it becomes a part |
| what they learn whether through their | | | | of the reader's experience. Isn't this what writers |
| environment, including schooling, or reading. If | | | | want to do, leave an imprint in the minds and |
| young children are afforded reading material that | | | | hearts of their readers? And, it's all the more |
| paints a picture of the benefits and consequences | | | | gratifying if it's a child's mind and heart that you're |
| of conservation in simple and entertaining stories, | | | | helping develop and mold. |
| what better way to instill that sense of protecting | | | | The message doesn't have to be overt, just a |
| our environment. If those same children continue | | | | simple mention. While this may not work within |
| to read stories, fiction and non-fiction, about the | | | | the framework of some stories, it should be |
| same topic while growing up, how much more will | | | | achievable in most. |