National Newsletter 2021

Pictured are three of our many long-term Writopians who graduate from high school this year!

Student Publication Highlights

2020-2021

  • Abey Weitzman won a Scholastic Silver Medal for his senior portfolio, “Disability.” Watch his powerful graduation speech below in which he mentions Writopia Lab.
  • Analia Rivera had a piece accepted to Alphabet Soup.
  • Carol Brahm-Robin published a review in Pank.
  • Jordan Ferdman won the National YoungArts Foundation Merit Winner in Writing: Creative Nonfiction.
  • Josie West published a Letter to the Editor in The New York Times.
  • Lyra Kois was a winner of the New York Times Annual Review Contest.
  • Petra Brusiloff had her full length play, “Processing…,” produced off-Broadway at Theater East.
  • Sofia Schaffer won an American Voice Medal and a Ray Bradbury Award for Science Fiction and Fantasy.
  • Our writers won over 260 regional Scholastic Writing Awards including six American Voices Nominees and 13 Medals including ten Gold Medals, two American Voices Awards, one Ray Bradbury Award, and one Best in Grade Award!

Instructor Achievements

  • Celine Anelle-Rocha published the following: “Had We Stayed” in Puerto Del Sol: Black Voices Series, 23 April 2021; “Mango” in The Acentos Review, March 2021; “The Harlem House” in Solar, Vol. 2, Spring 2021; and “Mary Guillory and the Righteous Cause” in Fatal Flaw, Vol. 2, Fall 2020.
  • Christina Connett-Gonzalez had a poem published in Toho Journal, Volume 2 Issue 2.
  • Jacquelyn Stolos’s debut novel “Edendale” was named a literary finalist in the 2020 Forward INDIES Book of the Year Awards. 
  • Jane Young’s story “7-11, True and Just” was published in Rock and a Hard Place, Issue #4.
  • Kaili Turner’s piece was published in the Renascence edition of Yellow Arrow. She is also performing in “When We Breathe Native Voices” at the Autry Playwrights workshop. Her sketch “Maybe it’s Melanin” is an official selection of the 1st ABFF Comedy Festival.
  • Kristin Kemper has been doing the lettering for the “Geronimo Stilton” graphic novels from Scholastic Graphix. Book Three (“The Great Rat Rally!”) comes out November 2nd.
  • Madeleine Cravens became the Max Ritvo Poetry Fellow at Columbia University, and was also awarded first place in the 2020 Narrative Magazine’s annual 30 Below contest. In addition, her poems have been published in The Florida Review, IMAGE Journal, The New Ohio Review, The Raleigh Review, and Tinderbox Poetry Journal, and she has two book reviews forthcoming in The Brooklyn Rail
  • Madeline Steven’s piece “Joyland” was published in Juked Magazine, and she is the Freya Project’s 2021 Meret Grant Recipient.
  • Madeline Taylor has two upcoming flash fiction publications in Emerge Literary Journal, June 2021 issue, and her piece “United by Flight,” was published in the Tiny Modern Love section of The New York Times.
  • Rita Feinstein had poems published in Rust + Moth, Rogue Agent, Okay Donkey, and Thimble, and has poems forthcoming in Blue Earth Review, and short stories published in CutBank and Yalobusha Review.
  • Sanina Clark joined AK Press as the head editor of the “Black Dawn” series and joined A Gathering of Tribes Magazine as Associate Editor; she is also hosting the U.S. Book Show YA Editor’s Pick Panel.
  • Yael Schick is a 2021 Fellow for the Women in Film/Black List Feature Residency.

College Acceptances

  • Congratulations to our graduating seniors who have been accepted to: 
    • Bard, Barnard, Boston University, Brown, Columbia, Cornell, Emerson College, Fordham, Harvard, Kenyon, McGill, New School, Princeton, Smith, Stanford, St. John’s College, Syracuse University, Tufts, Tulane, UCLA, University of Chicago, University of Pennsylvania, University of Rochester, Vassar, Wellesley, Yale, and many more wonderful universities and colleges! 
  • Additionally, at least six of our writers have won prestigious scholarships including:
    • Two Posse scholarship winners, longtime Writopia writers: Maya Delmont to Smith and Jaidan Robinson to Connecticut College
    • Four Questbridge Scholarship winners: Haily Rosario, Jasmiry Bello, and Iovanni Romarion, Thais Santos to  Brown, University of Pennsylvania, and University of Chicago
    • Two Meringoff scholarship winners: Courtney Chalera and Alberto Ramos. 

Exciting Writopia Alumni News!

  • Emma Goldberg: Writopia Lab’s first-ever student just published “Life on the Line“, our first book written by an alum released by a major publisher! Filled with gorgeous writing, this page turner captures the changing landscape of medicine through the eyes of six new doctors on the frontlines during an international pandemic. Since she started writing for the New York Times last year, Emma has visited our Newspaper Workshops a few times per year to inspire our teens with her stories, insights, and passion for rigorous journalism. Best of all, Emma will be headlining our November 8th benefit! Look out for the save the date.
  • Eunju Namkung: Eunju has been enriching the Writopia Lab family with her insight, humor, and contagious work ethic since 2008, first as a teen writer and then as a full time staff member for two years. In April, she returned to working with us again part-time, this time on our current Diversity, Equity, Inclusion initiative, and will be returning to WriCampia this summer as an instructor!
  • Katie Hartman has returned to us to teach essay writing workshops after years of evolving into a stand out, energetic, and innovative NYC educator. The Shefa School is lucky to have her as a special education teacher during the year, and we are lucky to have her during the summer!
  • Lily Gellman returns to us after working in publishing for the past five years and has been taking on our creative writing, essay writing, newspaper, and debate workshops with incredible dedication. She will also be joining us for WriCampia this summer!

Writopia Lab Professional Accolades

  • Two years ago, Danielle Sheeler, longtime Director of Camps and Curriculum at Writopia, wrote a paper for the Columbia School of Social Work on Writopia’s in-school impact. This fall she reworked her paper now titled “Inviting Joy into Classroom Writing Instruction: An Exploration of the Use of Creative Writing Within the Neoliberal Context of Standardization” and submitted it to Emily Klein, Ph.D. and Monica Taylor, Ph.D’s journal, The Educational Forum. It was accepted for publication for November, 2021. We are so proud of Danielle’s brilliance, hard work, and dedication to our mission.
  • Our Executive Director, Rebecca Wallace-Segall, was awarded a scholarship to participate in Columbia Business School’s certificate program in Organizational Excellence for Nonprofit Leaders this spring. She loved the opportunity to study the current literature with renowned professors in the field for over 90 hours on topics ranging from Leading Inclusivity, Managing Conflict, Operational Excellence, Values-Based Leadership, and much more.
  • Yael Schick, Director of Programs, has been accepted to Harvard Graduate School of Education and will earn her Masters in Education Leadership, Organizations, and Entrepreneurship during the 2021-2022 school year. She is a recipient of a Saul Zaentz Fellowship, awarded to emerging leaders in early childhood education. We are so proud of her! Best of all, Yael will be working at Writopia part-time during the year before she plans to return with increased expertise, poised to deepen and broaden Writopia’s reach and impact in a new leadership role. 

Writopia Lab Staff Sector-Wide

Accomplishments & Impact

  • In January, Rob Roy, who is now our Director of Programs Operations, oversaw with his team the adjudication of 6500 submissions to the Scholastic Awards in The Bay Area, Washington DC,  Westchester, and Chicago. (Writopia Lab is the affiliate partner in those regions.) The team ran this operation seamlessly and thoroughly, and followed up with an inspiring, national online ceremony.  
  • Three years ago, The Pinkerton Foundation agreed to fund the Positive Literacy Collaborative, an idea that the Executive Director of Youth Services at Goddard Riverside, Susan Matloff-Nieves, and Rebecca Wallace-Segall dreamed up over vegan soup while considering ways to achieve greater literacy impact in the sector. After three years of co-building and co-processing together, Susan and Rebecca, funded by The Pinkerton Foundation, have begun co-writing a narrative recapitulation of our partnership experience to present at conferences and publish in the field.

Writopia Lab Staff Promotions!

  • Janelle Williams, who has been with us for five years, is now Associate Director of Programs.
  • Lena Roy, who has been with us for 12 years, is now Director of Teen Programs.
  • Rob Roy, after ten years of serving Writopia New York Metro North, is now Writopia Lab’s Director of Programs Operations.
  • Madeline Taylor, after five years serving in our national office in NYC, is now Writopia Lab’s Associate Director of Programs Operations.
  • Elsa Bermudez, our Senior Programs Manager, after six years of working in our NYC office, has moved to our Los Angeles office. She is continuing to manage our Homes for the Homeless partnership and co-manage our Write to Recognition program while teaching in Los Angeles in person and online, and is training to oversee the health and growth of Writopia L.A.
  • After serving for two years as program coordinators, Rachel Dean, based in Westchester, and Rita Feinstein, based in DC, are now Writopia Program Managers.
  • After three years of teaching workshops and running the Songwriting Program at WriCampia, Malcolm Knowles is now Division Head of Upper Boys.  

Welcome to our New 2021 Full-Time Staff

  • Alex Tlatelpa, our Accounting and Operations Specialist
  • Andriy Repik, our Ssummer I.T. and Operations Specialist 
  • Rachel Zubrin, our DC Program Coordinator 
  • Will Bond, our Media Coordinator

New Partnerships

  • The Bronx: In January, Danielle and Janelle intiatited and launched weekly creative writing and GED test preparation workshops for eight writers at Bronx Connect, an Alternative to Detention Center, for writers ages 15-24. 
  • New Mexico: In February, we began partnering with Pojoaque Valley High School AVID Program, working with high school seniors from low income backgrounds both on college essay and analytical essay writing. Six instructors are working across three classes.
  • Los Angeles: In February, our West Coast staff ran our first program with the Museum of Contemporary Art. It was a one-day program with teens enrolled in a multidisciplinary arts program they run.
  • Brooklyn: In February, Brooklyn Regional Manager, Bianca Turetsky initiated and launched a partnership with the Brooklyn Friends School. Our staff ran an amazing spoken word workshop for 225 elementary and middle school students.
  • Brooklyn: In March, Bianca also oversaw the launching of a free three-week creative writing program at the Park Slope Branch of the Brooklyn Public Library for tweens and teens.
  • NYC: We’ve served thousands of Success Academy writers from across NYC, providing enrichment through creative writing and specialized workshops. 
  • NYC: This summer we are working with the K-8 writers at the Harlem Village Academy, infusing their summer learning with mystery writing, graphic novels, and creative writing!  

Longtime Partnerships Highlights

  • This school year, thanks especially to Paddy Spence and Kim Hartman’s continued support and other individual donors’ support, we extended our work at PS 89, a Title 1 school in The Bronx, serving 300 young writers in 10 elementary and middle school classrooms for free throughout the entire school year.
  • Chappaqua Middle Schools in Westchester: Lena helped the PTA transform their one day community event, The Young Writers Workshop, into a three session program run entirely by Writopia, serving 64 middle schoolers and culminating in a reading at the end of March. 
  • Homes for the Homeless: Yael Schick, Director of Programs, is continuing to serve pre-school children and Senior Manager, Elsa Bermudez teens remotely through our Language Play Program and our Write to Recognition program (funded by The Pinkerton Foundation and Andrea Stern)
  • Goddard Riverside workshops: Since January, we have begun working with 15 children in small groups remotely, and one-on-one, and the numbers are still growing. This partnership is funded by The Pinkerton Foundation, as part of the Positive Literacy Collaborative.   

Worldwide Plays Festival

Worldwide Plays Festival: There is A Field: A Microplay Festival For Our Moment; For this year’s festival, we were inspired by a poem by the Sufi Poet, Rumi, who wrote:

“Out beyond the ideas of rightdoing and wrongdoing

There is a field.

I will meet you there”

We produced over 50 plays; some virtually, over Zoom, and others live through socially-distanced outdoor readings in Central Park and Riverside Park. Some questions our writers considered: What does it mean to pursue justice? What does it mean to engage with someone on the opposing side? What do we risk when we engage? How can we ever get to forgiveness? What is the space after forgiveness?

Writopia Lab Publication Highlights

  • Writopia’s LGBTQ anthology, spearheaded by staff members Tasnim Hussain and Matthew Jellison, received 35 submissions in February and is in the works to be published in June for pride month.
  • Writopia’s College Essay Anthology spearheaded by Writopia’s founder Rebecca Wallace-Segall alongside directors Danielle Sheeler, Yael Schick, Léna Roy, and Janelle Williams featuring 30 “fiercely individualistic” college essays of the decade.
  • Turning the Page, the Creative Portfolio teens social justice committee created an anthology of their work.
  • We Can Still Connect Vol 1 and Vol 2, spearheaded by staff member Matthew Jellison, is a collection of poetry and prose from kids and teens all over the world reflecting on their time during COVID-19. 
  • Love Letters, spearheaded by staff members Janelle Williams and Rebecca Wallace-Segall, is a collection of letters to the mothers and fathers of the African Diaspora.

A Lucky Few Enjoyed Writing Their College Essays During the 2020-2021 Admissions Season. Here’s Why. by Rebecca Wallace-Segall, Executive Director

By April, the grueling 2020-2021 college admissions process will have to come to an end, with over five million high seniors finding out which colleges have accepted them during one of the most disheartening application years in decades. And just then, as the trees begin to blossom and the Covid-19 vaccine supply begins to meet its demand, another five million teenagers will begin their applications from scratch. But do not fret: the lucky few will enjoy major aspects of the application process despite all. 

Because of the power of creative nonfiction. I’ll explain.

When I founded Writopia Lab in 2007 as a creative writing youth community, I did not have college essay mentorship in mind. But in 2009, Eunju, a high school senior in one of my creative writing workshops, showed me her college essay and asked me if I’d read it. I agreed because I was curious to see what was being asked of her, and what she was offering up. What I found myself reading was a brilliant, playful and creative identity narrative about her name that immediately drew me in, provoked and moved me, and left me feeling like I knew her much more deeply than I had before I read it. She edited and revised it again and again until we said: it’s ready! But when she shared it with friends who were at Yale at the time they said, “You sound like you’re trying to start a cult, don’t recommend!”  And her advisor at her elite public high school didn’t approve either, telling her, “It doesn’t sound like a college essay.” What was she trying to convey about herself? the advisor asked. I read it again, perplexed. 

We both agreed that she should use it nonetheless. 

A few months later, Eunju received a hand-written note on her acceptance and full financial aid letter from Yale declaring: “Loved your essay!” And thus I realized that something was very wrong in the world of college essay writing guidance. And something very right in approaching college essay writing as, essentially, the most exciting form of creative nonfiction in our world today. 

In some ways, this is not a surprising statement. When we have the opportunity to reflect on and claim editorial authority over the narratives of our own lives, it’s simple: we feel happier, write more enthusiastically, and to our highest standards. But we have to be given the space to do so. Which means we need to stop being afraid to give our teens the room to think and write creatively and authentically— yes, especially when applying to colleges. And what’s actually surprising is how few kids are given that space.    

Indeed since Eunju, I have worked with hundreds of teens — and the Writopia team with thousands —  who show up weighed down and stressed out by the conflicting and confusing messages they have received: Market yourself. Impress the admissions committee. Position yourself as a leader. Be personal.  But don’t be cliche. Don’t sound privileged. Don’t sound like a pity case. Or one of the most confusing directives: Don’t mention a sibling, or really anyone else for that matter—this essay has to be entirely about you! 

But great news: you can ignore the noise. I have sat on panels with members and directors of various colleges’ admissions committees, have spoken to others on the phone, and rarely do they share the same outlook on the “ideal” college essay. They universally agree on one thing: that they want to get to know you a bit as a human being– moved by your maturity, humor, humility, curiosity, capacity for growth, and overall sensibility in the world.

When I tell applicants this, I see their bodies relax. And then, when I show them examples of voice-driven, fiercely individualistic essays, they actually get excited. I am allowed to write that? Yes. And you might even get a personal thank you note for it from a director of an admissions committee for making someone’s day by sharing a story that moved them or made them laugh or just simply surprised and entertained them. 

College essay writing should be celebrated as the most widely explored subgenre of creative nonfiction today rather than a self-marketing opportunity. After all, it is the one main section of the college application that allows the applicant’s humanity to emerge above a set of grades and scores. Yes, the college essay industry has promoted cynicism and inequity as families desperately try to learn what admissions committees want and how to deliver it just so — often at a very high price. But there is another way: ignore all the noise in order to pursue your personal voice and story.

At Writopia, we work with funders like the Pinkerton Foundation, the Meringoff Family Foundation, and are supported by our board members like Kim Hartman, along with school partners to make sure that this high-level instruction is available to anyone who seeks it out.  

In one school we work with in Harlem, the seniors struggle to make it to their classes as they navigate Covid-19 related health and financial family crises around them. But they show up for online college essay workshops. “Ms. I thought college prep was going to be boring,” chats Thais, one high school senior in Harlem in a Zoom chat to her Writopia instructor this past fall. “But I love this. I’m dead enjoying it.” Another joins the chat: “It’s dead fun and interesting… it’s the one class I feel glad I woke up for.”  

This process works on many levels. On the social-emotional level, mentors and mentees bond during this process because there is little room for the superficial; rather, we live in the realm of deep reflection, clarity of expression, self-discovery, and real-world connections. Our writers leave with more confidence, a passion for writing, and a much better understanding of themselves as thinkers and writers. On the admissions level, the great majority of our writers win admittance to their top choice schools.  

And the power of discovering your writing voice doesn’t cease upon application submissions. In October, one of my high school seniors, Sophie, who attends a top public magnet arts school, was tirelessly crafting her college essays. She was writing about the changing role of art and creativity in her life, her learning disability, and other personal aspects of her life. She didn’t smile often so I feared I was exhausting her with my close reads and challenging questions, like “Is this how you really felt?”  Or, “Is that what he actually said?” 

Interrupting a random quiet moment over Zoom, she looked up at me and said, “This process has changed my life…  figuring out who I am and what I really thought in any one moment… I write all the time now…” and then went back to her edits. I looked at her as she typed away: the application process didn’t destroy her — in fact, it made her more excited than ever about what was coming next. 

You can read Eunju, Sophie, and Thais’ essays, get inspired to write your own creative nonfiction, and support this work by buying The Writopia Publishing Lab’s newest book, “30 Fiercely Individualistic Essays of the Decade”Proceeds help ensure that we provide college essay support to every single writer who registers using our sliding scale, applies for full financial aid, or attends our workshops through our partnership programs at Title 1 schools.

Thanks so much and happy writing!

– Rebecca Wallace-Segall – Executive Director

How to Talk About The Scholastic Awards’ Results by Writopia Founder Rebecca Wallace-Segall and Program Directors Yael Schick & Danielle Sheeler

This year’s results for the Regional Scholastic Writing Awards are intended to be announced in most regions on January 28th, 2021.

Many of our writers ages 13-18 will find out that their pieces were honored with honorable mentions, silver keys, and/or gold keys! We are so, so happy for all of our teens who received positive feedback this year. It feels great to work hard and be heard and celebrated by people other than our own parents and Writopia instructors. Of course, not everyone wins recognition each year though. Either way, how we respond to the results impact our childrens’ emotional well-being.

The suggested responses below help cultivate happy long-term writers.

The Writer Who Wins Recognition

After big hugs and cheers, be as thoughtful as your writer is about what words you use to celebrate their success. I would like to urge you to praise the hard work, dedication, and courage that your writer invested into their writing this year. Carol Dweck and a growing body of researchers recommend refraining from praising children’s raw talent alone. Their research suggests that praising hard work and dedication leads to … more hard work and dedication.

As writers, we all know the value of winning outside recognition. Receiving recognition from publications and awards can increase a teen’s confidence and help cement their identity as a writer. A new writer may understand the power of their writing in a brand new way— a stranger read their work and was moved/inspired/impressed! After receiving recognition, many writers feel validated, encouraged, and committed to return to their writing and continue to develop it to its furthest. Most writers have a deep desire to connect to with a wide audience through the written word, and this is an important first step in that journey.

Unfortunately, since our writers submit over 2,000 pieces a year to various competitions and publications, we have also seen kids become negatively affected by the process–even when they win. We have seen kids take in tremendous praise and attention after they win awards, and then produce less work afterward, become increasingly anxious about their work, and even plagiarize out of the fear of disappointing family and teachers in the next competition. In the past, an 11-year-old writer we know plagiarized a story and handed it in as a school assignment. She explained over tears: “My classroom teacher said to me at the beginning of the year ‘I heard you were a gifted writer, I can’t wait to see your writing!’ I felt so anxious about that expectation.”

A Happy Writer Needs:

Hugs, high-fives, and an acknowledgement of their dedication to writing and revising and sharing. A happy writer needs to hear that you were moved by their writing. Final takeaway: Laugh and cry when you’re supposed to laugh and cry as you read. What is more inspiring and uplifting than that?

The Writer Who Did Not Win Recognition

Parents share with us each year their challenges with figuring out how to speak to a disappointed child about not receiving recognition for their creative works. We have a few suggestions that we hope you find helpful:

Acknowledge your children’s disappointment while staying focused on the positive–how effective of a writer they are, how subjective the adjudication process is, how much they love writing, and how many more years ahead there are to write and share. It is very important that the writer does not feel the weight of your disappointment in him/her or in the results in general on top of their disappointment. Sometimes when we think we’re commiserating, we are actually exacerbating their pain. You are not upset at all about the results because you are so proud of your writer for writing, revising, and submitting.

(Please note: if the writer had been resistant to revision in workshop, instructors may use this as an opportunity to encourage further revision. It is ideal to not take this topic on as a parent in most cases, though, at least in intense emotional moments.)

At Writopia, we believe that the success is in the submission. A writer isn’t a writer because she wins awards; a writer is someone who has the motivation and passion to write and to submit regardless of the result. We are all writers at Writopia. Not only do we know how much goes into producing a piece of writing, but we also understand how difficult it is to share writing, whether it be with a workshop or to a panel of anonymous judges. We have all faced rejection; it’s part of the journey.

The good news: Every one of our regular Writopia writers who has continued to submit throughout high school has received an award, a publication, or a production by the time of high school graduation.

We make sure that your child’s workshop environment continues with positive support and enthusiasm for self-motivated writing. However, we certainly understand that this may be a sensitive time for our writers, and we want to let you know that Writopia instructors and staff are here to continue to encourage and support your writer. And so we have a policy of not discussing who received recognition and who didn’t inside of workshop, as we have already celebrated everyone for finishing their pieces, finessing them, and sending them in.

In Conclusion

Your kids have dedicated time to imagine, articulate, narrate, and polish their writing, and ultimately, help us all consider the world in a new way. They make us laugh and cry every day. That is the real cause to celebrate.

Follow Their Lead: A Year of Teen Leadership

by Madeline Taylor & Kimberly Faith Waid 

At our national staff retreat in 2019, our full-time staff came together to focus on teen leadership and the ways we could empower our young writers within our community and beyond. We’d run programs in the past, and we were ready to take it to a new level: to guide writers to contribute their ideas, help produce events, and be the voice of the messaging that, after all, defines their passions. Our discussion centered primarily around the needs of our teen community; many of our teens had been involved in Writopia for many years and were ready for a new experience, in the midst of a world full of new challenges. We wanted to center our programs around our young writers’ passions and ideas so that we could provide the scaffolding and tools while allowing them the freedom to express their creativity in new, impactful ways.

Writopia Lab at Pride 2019

Our Enviroactivism club began after a teen entered the workshop space devastated by the impact of climate change and that conversation drew compassion and concern for the room at large. It became clear that this was a conversation these teens would like to be having but also a concern they were motivated to pursue actionable change to achieve. The group is student-led, instructor-mentored, and aims to empower kids and teens to use their voice to become leaders and environmental activists in their own neighborhoods. Originally bi-weekly meetings, the structure expanded to a monthly event series. In the past year, participants have brainstormed advocacy efforts to raise awareness around climate change, written thank you letters to firefighters and advocates, written urgent letters to representatives and corporate social responsibility managers, and engaged in the replies! They’ve probed outside of typical “environmental stresses” and explored urban planning and housing for the homeless with a guest speaker who educated them on the intersection of public health and sustainability. These topics informed them as citizens who will care for the health of any city they inhabit. Local participation and advocacy is vital and how wonderful that it was born from their creative writing workshop where they can tackle words and ideas without censorship but rather with wholehearted empathy and cultural consciousness. 

One of the best things about teen leadership is watching it grow and evolve as the teens themselves grow up from passionate youth into smart, strong, well-equipped young adults. A favorite example is the way that Writopia’s LGBTQ+ community has flourished thanks to teen leaders who committed to forging a space not just for themselves, but for their whole Writopia family. During the summer of 2017 at WriCampia (our sleepaway camp), we started Plus, a discussion/writing/hangout space for LGBTQ+ campers and anyone who wanted to have a place to learn more about gender and sexuality in a friendly, low-key environment. Over the next several years, we grew beyond WriCampia and into our school-year programming as well. For Pride 2019, a particularly significant year that marked the 50th anniversary of the Stonewall Riots, we ran three different programs to reach more young writers than ever. From a queer movie night with poster-making, to an art and writing field trip at the Leslie-Lohman Museum, to the NYC Pride March itself, Writopia teens created powerful, fun, thoughtful spaces. 

As we reflected on our queer community’s evolution and the growth of our Enviroactivism group, we saw that in order to truly serve our kids, our role as educators must be to teach kids the toolkit they need to empower themselves; it’s incredible to watch how these empowered and equipped kids can take those tools to lift the needs of others as well.

A year after our initial conversations, when we gathered for our 2020 staff retreat, we had presentations prepared on the teen engagement programs we had started over the past year. Our retreat, however, turned into a huge planning session for Writopia Lab’s transition to online programming, which had to happen fast, as more cities started shelter-in-place orders. A few weeks later, once we had moved workshops on to Zoom and were getting in the groove of this strange time, we had a moment to stop and remember our teen leaders. Our next challenge: how could we continue to support our teen leaders and activists via online channels? How would Covid-19 affect these kids’ goals and plans?


It didn’t come as any surprise when we realized that these young leaders had continued their projects and started new, timely projects, all through their determination and hard work. Turning the Page, a group dedicated to writing about and destigmatizing mental health issues, has continued to meet every weekend; they are creating an anthology as well as sharing ideas for mental health support on their Instagram. The Next Chapter, a teen-led gun control advocacy group, continued to meet once a week to discuss future projects, including their involvement with the “Enough” plays project. They’re also accepting submissions for a zine about gun violence. Diatom, our new teen-run literary magazine, took the initiative to write acceptance letters and start curating their new issue, outside of meetings led by Writopia Staff. In our debate club, our older teens who are nationally ranked debaters are working with us to develop a new debate culture and format that goes beyond argument and rebuttal and celebrates problem solving as well. Enviroactivism has met monthly to process the impact of the virus on issues they’d covered prior like housing and climate. They’ve collaborated on earth day social media posts, a recipe exchange of common pantry items, and they traveled the Earth while staying home this month thanks to a Zoom viewing party of Our Planet. Our kids had the tools they needed to maintain their activism even — especially — during the most challenging time many of them have ever faced.

Covid-19 showed us clearly that the future of youth activism programs is dependent on our efforts as instructors and mentors to be alert to the questions of young people, reminding them that their voice is needed and deserves to be heard. In a time when young people are feeling weighed down by anxieties about the future, it’s vital that we foster literacy through creating spaces for writers to engage with their ideas, beliefs, and passions beyond the written page. Collectively, all of these programs will bring confidence and deep awareness to our young writers. Now is the time to hear and celebrate their passions, angers, and curiosities. Our present and our future will be filled with their voices.

Telling the Story, No Matter What by Yael Schick, Director of Programs

Growing up, Passover (Pesach) overtook the spring curriculum in my school. Weeks were spent studying the Haggadah, creating our own, learning the laws and practices that had been passed down through generations.

“The most important thing is to tell the story of the Exodus,” I remember one teacher explaining. “Even if one is having a seder alone, they should still tell the story, read it to themselves and speak what happened.”

I remember the image that came to my mind, a forlorn adult sitting at a beautifully set table, whispering the words all alone. I remember the pang of sadness that came over me, and how I comforted myself, dismissing the image with the knowledge that no one was really alone, that Pesach was a time of family and community, that surely everyone had someone to tell the story to.

The Seder is a time for togetherness. After all, the story we tell is not a story of an individual, but of a people. It was through the Exodus, the horrors and the miracles, that the Jews became a nation. They grew united through their days of affliction, through the splitting of the sea, through taking their terrified steps into the unknown.

But more than that, the seder is a time for stories.

I’ve thought about those early lessons from elementary school over the years; I just never got it. Why should an individual observing alone have to tell the story to themselves? Can’t they just have their wine and matzah and call it a night?

I see it differently now. Because within the story of the nation is the story of individuals, thousands, now millions, of people who weathered those hardships, took leaps of faith, saw the world change before their eyes.

And when you tell yourself that story, when you are both the narrator and the listener, you and the story are one. The story becomes part of your being, and it shows you who you really are, the incredible deeds you are capable of.

Today we are alone and not alone and we need stories desperately. I feel beyond blessed to be celebrating with my immediate family, and though we’ll be telling the Pesach story together, I am going to make sure I tell myself the story too.

I am wishing everyone stories of hope and courage and love, to those who celebrate and to those who don’t. Tell yourself your story, and may it strengthen and nourish you for the days to come.

Two Weeks Later by Lena Roy, Associate Creative Director of Programs, and Rebecca Wallace-Segall, Executive Director

It’s the first day of the staff retreat, 2020, March 12 to be exact. We are in the middle of nowhere in a beautiful retreat center in Connecticut, trees starting to bloom, purple crocuses pushing up their heads, reminding us that spring indeed does follow winter. COVID-19 still seems far enough away, and the impulse to come together as a team is strong enough that we haven’t canceled. We’re a small, close-knit group. Still, one of our regional managers is Zooming in because of a preexisting condition, and our team from Los Angeles has flown into the city and then turned back around and flown back home. There is passion to be together along with tension around what is to come.

We use staff retreats to look at the big picture — how can we further engage kids and our communities, how can we reach and impact more people? Last year was about meeting the demand for more Youth Leadership. This year’s retreat will be about our new Writopia Publishing Lab platform. During the retreat, we will also carve out time to develop our own writing, workshopping memoir, one act plays, poetry, and fiction.

But after the first day of the retreat, we sleep uneasily because we have heard about so many more school closures in the New York Metro Area. In the morning, we change our agenda and schedule. There is no longer space and time for big-picture thinking and lovely writing breaks. We need to immediately move from long-term visionary thinking and creative reinvigoration to short-term organizational crisis planning. 

We come together in a circle, some of us teary-eyed, everyone wanting to be part of the solution. We realize that this might be the last time together in a physical space for a long time. We realize that we won’t be with our writers in our cozy writing labs for months to come. What will this mean for those of our kids who rely on us as their main social outlet? What will it mean for our children from low-income backgrounds who don’t have laptops and reliable internet at home — and whose families may not be able to stay home with them and support homeschooling, or would face greater financial stress? What will it mean for the viability of Writopia Lab as an organization, and for the livelihood of the 27 people sitting in the room together?

We turn our agenda and attention for the day on moving to an on-line platform so that we can not only stay afloat, but also serve our mission of fostering joy, literacy and critical thinking through creative writing to kids and teens of all backgrounds. How will this work? Feeding off each other’s commitment and drive, we break into small brainstorming groups— the tech and systems people in one group, the programs people divided into others—to re-imagine and design an entire new Writopia world. When we come together a few hours later, we understand that, together as a team, we have the potential to not only keep our community intact, but also to reach new people across the country and even the world — especially those who don’t have access to a Writopia Lab brick-and-mortar lab. Zoom is going to  become our new best friend. 

A few hours later, we hear that New York City and NY State have both declared states of emergency. It won’t be long before the New York City public schools close. We have accomplished all that we can together, now it’s time to get ready to put it into practice. We pack up and leave that night, a day early. We have too much to do. We need to prepare our homes for long-term social distancing and sheltering-in-place. And we need to prepare for the immediate learning and launching of the new Writopia Lab era: online, emotionally connecting, intellectually stimulating writing workshops.    

Two weeks later, we have worked with almost 900 kids and teens across the country, and have received just as many warm smiles and relieved faces. We have loaned out laptops to those in need, extended our sliding-scale fee structure to the online space, and have developed a new a la carte online program that makes Writopia Lab especially financially accessible to those in need. We haven’t figured out how to reach every student we know; but we are reaching more and more each day.  

Two weeks later, most of us are in states that have shelter-in-place orders, and the number of those who are affected by the Novel Coronavirus has increased tenfold. We have learned of several Writopia Lab students from schools we taught at who are diagnosed with COVID-19, and some Writopia Lab students from our labs living with ill parents, fighting for their lives against COVID-19. While most of our community is healthy at home, self-quarantining without symptoms, we are listening to each other, supporting, inspiring, distracting, and entertaining each other — coming together as  an unbreakable community of creative writers and thinkers.

Two weeks later, despite the dramatic, successful move to online workshopping, we are financially hurting like so many others. But we will continue to grow and connect, finding new ways to be together and accessing the best of ourselves, even when we are processing the chaos around us. We need our creativity —  whether it be expressed through writing, dance, music, or art to connect us as humans, and we are blessed to be able to serve in this way.

Thank you to our full-time team, our instructors, our writers, and our writers’ parents for not only bearing with us, but for participating in this life-affirming movement, and for continuing to bring on the bloom of spring.

The Horror! : On Encouraging Young Writers to Dig into Fear by Jacquelyn Stolos, Program Coordinator

Jacquelyn Stolos is a new staff member at Writopia Lab in Los Angeles

As a new staff member at Writopia, I was thrilled to spend two weeks at WriCampia teaching, thinking, and exploring alongside the world’s most literary campers last August–what a dream! And more, I had the opportunity to fully embrace the eerie atmosphere of our home-away-from-home in the misty Poconos and lead a new horror elective, creating a space where WriCampians could feel safe and supported as they explored their darker, more sinister story ideas.

Now, as Halloween approaches, I’m excited to dig back into horror with my young writers for Frightopia, Writopia’s Halloween inspired writing program!  

WriCampia is Writopia Lab’s annual writing retreat and sleepaway camp. Find out more information here.

So why create a space for darkness? Each day at WriCampia, as we drew the blinds in our workshop space and cued up our eerie music, we asked ourselves just this. What exactly is horror? What makes fear an important emotion for writers to explore? We began each horror writing session sitting in a tight circle on the floor discussing personal fears such as spiders or dark water. As a community of curious, respectful horror writers, we posed questions, found common ground, and drew conclusions about what our fears told us about our ourselves, our lives, and our world. 

Get your copy of the WriCampia Horror and Mystery Anthologies this October on Amazon.

In an interview with The Paris Review, the feminist horror writer Carmen Maria Machado explains: “when you enter into horror, you’re entering into your own mind, your own anxiety, your own fear, your own darkest spaces.” At WriCampia, our horror writers challenged themselves to do just that. They wrote towards what they feared, shining light on the unsettling, cobwebby corners of their imaginations. Their stories filled with murders, sinister doubles, unexplained disappearances, and strangers creeping in. They allowed their writing to become a window into their subconsciousness, using blood, gore, and nightmare logic to ask big questions and dig into big anxieties.  

And what fantastic, horrific writing they produced! In the horror stories composed at camp, knives grow into swords, lakes continue down into icy eternity, and camp counselors aren’t quite who they seem. The work challenges readers by questioning what comes after death–Is it a cafe? A shopping mall?–and chill readers through tales of friends and relatives swapped out for something more malicious. In these unsettling tales, these brave WriCampians asked: What is the world made of? Who are we? What and who can we trust? 

In WriCampia’s horror elective, we discovered that writing about fear was just another way to write about ourselves. We shone the light on the things that scared us and found community and support in the dark. During this month’s Frightopia programming, I hope to bring these discoveries and more to young writers all the way across the country in Los Angeles. Who knows what we’ll unearth this time around; when playing with horror, you can never predict what might be lurking around the next corner. 


Jacquelyn Stolos can barely contain her excitement about joining the Writopia team in Los Angeles this spring! Jacquelyn began her writing career as an elementary schooler filling up spiral-bound notebooks while perched on a mossy rock in the woods behind her childhood home. Her habits have barely changed since. She studied English and French literature at Georgetown University, where she completed an honors thesis of short stories and won the Annabelle Bonner Medal for short fiction. For her masters, Jacquelyn was awarded the Writers in the Public Schools fellowship to study fiction in New York University’s MFA program. She has also workshopped at the Squaw Valley Community of Writers, the Tin House Summer Writers Workshop, and the New York Summer Writers Institute. Her short fiction has appeared in The Atticus Review, Conte Online, and The Oddville Press. Jacquelyn is an ardent believer in the power of story and is always looking for ways to spread the love through education. She previously worked as a teaching artist at Teachers and Writers Collaborative, leading creative writing workshops in elementary and middle school classrooms, as well as an adjunct professor at New York University. Jacquelyn’s first novel, Edendale, will be released by Creature Publishing, a feminist horror press, in the spring of 2020.

Reflections on the 2018-2019 Year at Writopia Lab

 This has been such an incredible school year at Writopia across the country! We served over 5,000 invigorated kids and teens in safe space, censorship-free writing workshops at our labs, in schools, in partnership with community-based organizations, and at our sleepaway camp.
    Every day, we witnessed the key to effective writing instruction: inspiring student investment. Dozens and dozens of parents asked us this year: What is your secret? Why does my child love spending hours beyond her school schedule writing? The answer is simple: we help our kids and teens clear their minds of all the noise and expectations around them, and slowly identify what they want to write, and how they want to write it. During this process, our writers take more and more risks, as they explore elements of story-building, form, structure, and dimensions of craft. In other words, we treat them as any writer would want to be treated, and lo and behold, they begin their transformation into writers. 
    As curricular constraints become more onerous in many schools, kids and teens at our labs often complain about their disconnectedness from their in-school writing. During this past year, we have been invited into dozens more classrooms than in the past, forging and deepening partnerships with schools and teachers, joining forces to reawaken children’s love of writing. Students literally cheer as our instructors enter their classrooms. When they’re with us, they know they can be themselves; they can write to meet their goals, rather than write to meet someone else’s expectations. 
    Often, the only way adults can get kids to write is with a set of extrinsic rewards and punishments. But inspiring children and teens to love writing—and to want to learn how to do it better—wins them more than the possibility of an A. It transforms them into lifetime writers and confident thinkers, full of possibilities. Thank you for giving us the pleasure of going on this fun, often surprising, and always fulfilling journey with your children and students!
Click here to take a look at our 2018-2019 impact.


-Rebecca Wallace-Segall

The Safety of Stories in an Unsafe World by Madeline L. Taylor, Registration Coordinator

My bus ride to work, down Columbus Avenue in the Upper West Side of Manhattan, is frequently crowded with parents and young children en route to school. I love when I end up on the same bus as one particular mom and her two elementary-school-aged daughters. As the bus bumps along in its morning daze, the mom reads aloud in a quiet voice to the girls, who sit on either side of her and lean in close to listen. The first time I saw this family, the mom was reading A Wrinkle In Time — my childhood favorite, one that has endured into my adulthood — her voice intoning L’Engle’s wise and fabulous words as her daughters listened with bright, albeit slightly sleepy, eyes. My own eyes glistened a little as I was touched with memories of my own encounters with the book. I felt bereft when they closed the book and jumped off the bus; it’s hard to return to the mundane realities of our world when the enticements of another world await.

This morning, the family was reading the third book in the series, A Swiftly Tilting Planet. They were a few pages in, and when I sat down next to them, I overheard a quiet conversation. One of the girls asked what would happen if the book’s antagonist, a cruel dictator, started a nuclear war as he threatened to do. The mom responded that a nuclear war would destroy the entire world; that if one country attacked, another would attack in turn, and we would all be completely ruined. But the mom was quick to reassure them: this wouldn’t happen to us today. There are good people who will stop nuclear wars from happening.

They returned to reading; they returned to a world where nuclear war was a construction of fiction and where peace has a fighting chance of prevailing. But of course, the mom knew — as I do, as every adult knows, as increasingly more children know — that nuclear destruction is altogether too real a possibility. L’Engle wrote the book in 1978, when Cold War anxieties abounded and seeped into the collective cultural consciousness. Its relevance, one would hope, would have decreased by now, forty years later. But the storyline has only warped and developed and shifted into new, horrendous realities. We’ve had many valiant peacemakers, but the antagonists still overwhelm us. Continue reading “The Safety of Stories in an Unsafe World by Madeline L. Taylor, Registration Coordinator”

Bridging Creative and Essay Writing for Literacy by Milana Meytes, Essay Writing Curriculum Developer

In the era of Trump’s disdain for the humanities and Secretary of Education Betsy Devos’s unnerving tenure, educators are forced to defend the efficacy of the humanities, while finding new spaces and educational models for the humanities to thrive. Literacy education in America has been compartmentalized into two categories: uniform writing composition instruction or the untethered and elite world of the creative writing workshop. But can creative writing, the workshop as space and pedagogy be integrated into writing composition classrooms en masse? The mythical dichotomies between composition and creative writing are not serving either teachers nor students or the future of literacy in America. The respective pedagogical approaches to teaching each genre and form must be re-examined.

In 2007, an energetic and brazen new teacher entered my 7th grade ELA classroom on the Upper West Side. The agenda was grammar and composition, subject matters that were closely intertwined with my shame for my mother’s accented English and my self-consciousness of possessing a second rate tongue. Despite receiving extra reading and vocabulary lessons provided to me by the privilege of attending a private school in Manhattan — Grammar and composition were familiar foes. And this ELA teacher was no different, as I proceeded to disrupt the whole composition class with audible yawns and comments interspersed between the rigidity of the rules of a language that I was trying on. However, this teacher was not having it. As a first generation immigrant from the Soviet Union with a lucky scholarship and a blunt attitude, this teacher saw a story waiting to be told and written not just a pupil or tongue waiting to be put into submission. Rebecca Wallace-Segall pulled me aside and encouraged me to write a memoir based on my family’s immigration journey. A year later I had won recognition for my writing from the Scholastic Art and Writing Awards and found a sense of self and empowerment through language. As for Rebecca, she had left the classroom to embark on a journey based on a wild notion: to offer literacy through creative writing and the creative writing workshop to kids all across America. Continue reading “Bridging Creative and Essay Writing for Literacy by Milana Meytes, Essay Writing Curriculum Developer”