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Author Spotlight: Allan Wolf

In today’s Author Spotlight, Jo Hackl chats with award-winning author Allan Wolf about his novel, Junius Leak and the Spiraling Vortex of Doom. Allan Wolf is the author of picture books, poetry, and young adult novels. Booklist has named his historical verse novel, The Watch That Ends the Night, one of  “The 50 Best Young Adult Books of All Time.” Allan is also the author of the nonfiction graphic novel The Vanishing of Lake Peigneur, illustrated by Jose Pimienta; and the poetry collection The Gift of the Broken Teacup, illustrated by Jade Orlando. His books celebrate his love of research, history, science, and poetry. He is also a skilled and seasoned performer of over 30 years. Allan Wolf’s dynamic author talks and poetry presentations for all ages are meaningful, educational and unforgettable. Florida Reading Quarterly calls Wolf “the gold standard of performing poetry.” He is a two-time winner of the North Carolina Young Adult Book Award, and a recipient of the Bank Street College Claudia Lewis Award for Poetry. Allan lives in Roanoke, Virginia, with his wife, his sister, and a dog named Mo. Learn more at www.allanwolf.com.

All about the book:

When thirteen-year-old Junius Leak—expert on waterbodies and creator of the encyclopedic Amazing Waterbodies of the World—steps foot on Uncle Spot’s rickety dock on Lake Peigneur, the truth assails him: he may love waterbodies, but that doesn’t mean they love him back. The latest in a long line of Junius Leaks, he’s the first to be doomed to ten days of awkwardness and boredom on a houseboat with a relative he doesn’t know while his parents “work on” their marriage. Delcambre, Louisiana, where Junius was born, is awash with unwelcome surprises.

He determines to learn why his mom left town when he was a baby—and to conquer his fear of water at the same time. But the lake has other plans for him, plans tied to a hundred-year-old family feud and a swashbuckling mystery. When disaster strikes, Junius must dive deep within to emerge an unlikely hero.

Alternating viewpoints spin the perceptions of a Highly Sensitive Person (HSP) — and the wry voice of a lake with a long memory—into an inventive tale of sunken treasure and buried secrets anchored by a breathtaking true event.

The Background of Junius Leak:

JH: The title alone is wonderfully dramatic. Can you tell us about the real-life events that inspired Junius Leak and the Spiraling Vortex of Doom?

AW: It was a Thursday, November 20th, 1980. Texaco had set up a 130-foot-tall drilling derrick on a 15-foot-tall platform in the middle of Lake Peigneur, a 1200-acre shallow freshwater lake in southern Louisiana. Texaco was exploring for the oil that gathers in pockets around the massive salt dome beneath the lake. When the derrick’s 14-inch drill bit accidentally pierced a massive salt mine that had been excavated beneath the lake, water began to drain into the mine, eventually opening up into a vortex, a quarter-mile wide, effectively draining the lake’s 3.5 billion gallons of water like a big bathtub. The ever-widening sinkhole, created a 150-foot waterfall made up of water from the Delcambre Canal that had begun to flow in reverse, filling the lake back in with salt-water from the Gulf of Mexico, nine miles away. Within four hours the hole had devoured a tugboat, eleven large salt barges, two working derricks, and about 58 acres of a beautiful botanical garden located near the lake’s shore. Amazingly, after another 48 hours, Lake Peigneur filled back in, transforming from a 10-foot deep freshwater lake into a salt-water lake with a 250-foot-deep crater in the middle of it. Even with 55 miners working beneath the lake that day, not a single human life was lost.

JH: That disaster served as inspiration for this story in your graphic novel, The Vanishing of Lake Peigneur illustrated by Jose Pimienta (You can find the interview with Allan and Jose here). How did you go about creating the fictional character of Junius Leak to explore this world?

AW:  The historical fiction story, Junius Leak and the Spiraling Vortex of Doom, grew out of the same research I was doing for my graphic nonfiction account, The Vanishing of Lake Peigneur. You might say that the two books were like paternal twins, developing separately while sharing the same womb. I began to see so many metaphors (swirling, spiraling, loss, sudden rejuvenation, etc.) emerging from the historical facts that a fictional story jumped out at me unbidden. I was already keen to try my hand at middle-grade fiction, so twelve-year-old Junius Leak sprung out of me. I had been exploring the world of Lake Peigneur as an adult for so long, it made sense to create my own 12-year-old doppelganger, Junius Leak to experience that world with me.

JH: You wrote in your author’s note that there is a lot of Allan Wolf in Junius. To which parts of Junius do you most relate?

AW:  As a child I was profoundly lonely and, even when I started making friends, I found these relationships to be exhausting and awkward. I now know that I suffered from some pretty debilitating anxiety, but back then no one knew what anxiety was. Back in 60’s and 70’s it was usually just called cowardice. And that’s how I always felt, like a coward pretending to be a normal person. I had escapes that helped me feel at ease: athletics, reading, skateboarding, and (especially) writing on my bedroom walls. Junius shares a lot of my own quirks, and he uses a lot of my own coping mechanisms.

JH: Did Junius surprise you at any point while you were writing the book?

AW:  Yes. I think any really good character (when given enough freedom) will surprise the author. With Junius I had to write a good bit to arrive at that spot in which he took on an intrinsically motivated life of his own. Picture a grown-up helping a kid to ride a bike. The grown-up runs alongside, one hand on the handlebars, one hand on the child’s back. The kid has a nervous but determined look on his face. Gradually the adult lets go and steps away, leaving the kid to zoom off all alone, usually shouting out, “I’m doing it!”

That’s pretty much the relationship between author and character. The author can create the bicycle, and the street, and even the character. But there comes a point in any character’s development when that character begins to make his or her own choices. I was most surprised at how Junius Leak, the character, had sort of a snarky sarcastic streak about him. As a kid who is arguably “on the spectrum,” he has trouble interpreting and projecting social cues. And yet he seems to understand sarcasm which requires a pretty sophisticated sense of one’s self in the world.  And that was perhaps the greatest surprise of all. When all is said and done, Junius Leak has an intrinsic sense of himself, something that I struggled with as a kid.

JH: If you could drop yourself into one scene from the book, which would you choose—and why?

AW:  There is a climactic scene toward the end of the story when something pretty miraculous comes springing up from the depths of the lake. That’s the scene I’d choose, and maybe a few other moments toward the end. I can’t say specifics without spoilers, but I can say that I love scenes when some long-forgotten detail comes back to fill in the last missing piece of a puzzle. Or the missing piece might have been there under your nose all the time. Point is, you’ve been taking this detail (an event or a character maybe) for granted; you’ve dismissed it as only a bit actor. I love these moments because they fill in the gaps emotionally. I love it when the puzzle pieces fall together. I find the emerging sense of order to be very soothing.

Writing for Middle Grade Readers

JH: What drew you to write for middle-grade readers?

AW:  Of all my novels, this is the first directed specifically at middle-grade readers. My books are typically marketed for YA and teens. So Junius Leak and the Spiraling Vortex of Doom, is “my take” on a middle-grade novel. The story unfolds more slowly, perhaps, than a typical middle grade plot. That’s just how I write right now. It’s something that serves me. I’m working out something stylistically. Hopefully with each progressive book, I will get better and better at it. As a professional writer of books for youth, I was drawn to middle grade because I’d never written one, and because middle grade seems the most steadfast place to be right now, in the constantly changing world of publishing.

JH: Middle-grade books often balance humor, adventure, and emotional depth. How did you approach that balance while writing this story?

AW:  When it comes to telling a story, my motto is “You can’t have ha, ha without a little ah ha!.” There’s nothing wrong with a good therapeutic chuckle. I love laughter, as long as it helps to further the story. But the most enduring humor has humanity at its core. So, I’d rather go for the kind of laugh that makes you cry, if that makes sense. Of course, you have to keep readers (young and old) moving forward in a plot-driven direction, but it is those emotional interjections that resonate in readers’ imaginations long after reading the final page.

JH: Were there any books that you loved growing up that influenced your storytelling?

AW:  A few picture books that have stuck with me: Mike Mulligan and his Steam Shovel; Ferdinand the Bull; Harry the Dirty Dog. Chapter books: Winnie the Pooh; Dr. Doolittle, Charlotte’s Web, James and the Giant Peach. And later, the novels of Paul Zindel. Much of my voice, though, comes from later exposure to Karen Hesse, Eloise Greenfield, Karla Kuskin, and especially Paul Fleischman. My own book, Junius Leak, has been compared to Holes by Luis Sacar, and I can see why. That book had a profound impact on me.

Writing Craft

JH: Did this book begin with a character, a plot idea, or your irresistible title?

AW:  As often as not, my book ideas begin with a startling and memorable image. Maybe because I was raised on movies and comic books. The image of the lake’s face swirling like a bathtub, and drawing in trees, boats, houses, and shoreline; that’s what I started with. Or the image of a solitary chimney sticking up out of the water in the middle of a lake; that’s what I start with. Then I might develop plot and character with that main controlling image in mind.

As for the book’s title, I worked with an actor named Junius Leek back in the 1990’s and vowed then to someday use his name as a character in a book. This watery book turned out to be the moment. As for the spiraling part of the title: again, that was inspired by image, and the overambitious vortex of doom is more of an ohmage to melodramatics of youth. It also sounds a bit “piratey,” so winner-winner-chicken-dinner. I do admit, that once I settled on the title, the book began to really take shape. A good title can do that . . . just make everything gel.

JH: Were there any scenes that were especially fun—or especially difficult—to write?

AW:  There is a scene in which Junius reunites with his mother and they have a chat. Originally, I left this scene out. In fact, Junius’ mom never even appeared in the book in real-time. But my editor, Katie Cunningham, thought the mother needed a scene near the end of the story. When I sat down to write it, only then did I realize why I hadn’t written it in the first place. I was dreading where I had to go as a writer. I had to essentially sit down with my own mother (who had recently passed away). That was hard. But worth it.

Jo: How long did it take from the first spark of the idea to the finished manuscript?

AW:  The spark came in 2007 when I first saw the lone chimney rising up out of Lake Peigneur. It was in 2019 when I sold the idea as a two-book deal to Elizabeth Bicknell at Candlewick Press. I researched documents and did in-person interviews for years. The initial writing itself took perhaps two years. I’m always working on more than one thing at a time. So, its often hard to tell what hours are spent on what book.

Jo: What was the biggest revision you made to the story during the editing process?

AW:  Not sure if this is really the “biggest” revision, but it was certainly a memorable edit.  I had named the town sheriff in my book after a real-life sheriff who had played a minor role in the Texaco-Lake Peigneur disaster. My idea was to use his name as a sort of ohmage. Much later I found out this particular sheriff had been a divisive person both personally and professionally. Rather than play into the controversy, I changed the sheriff’s name to Connor Murphy—the name of a little kid who lived down the street from me in Asheville, NC.

JH: What advice would you give to writers trying to write humor for middle-grade readers?

AW:  I would re-read my comments about humor above. Humor without humanity is hollow. Also, I would avoid making a joke at someone’s expense. It is mean and petty. If someone deserves to be put in their place, allow it to happen in the plot without your main protagonist simply acting out of a need for revenge. And of course, you should read a lot, lot, lot of funny books. I recommend Dead End in Norvelt by Jack Gantos.

What’s Next

JH: What projects are you currently working on?

AW:  I have a collection of Christmas poems in the works from Candlewick Press. And I’m writing a memoir (on spec) about how I began writing on my bedroom walls, as a 13 year old . . . fifty years ago!

————

Lightning Round!

Favorite place to write:
My desk.

Plotter or pantser?
I pants within a plot.

 If you were not a writer, what might you do for a living?
Mortician. Drummer in a rock band.

Coffee, tea, or some other beverage while writing:
Mostly coffee.

Your favorite writing snacks:

Cheez-its and goldfish.

Favorite fictional hero:

Underdog.

Favorite fictional villain:

Boss Hogg.

Jo: Thanks for chatting with us Allan!

STEM Tuesday– Amphibians– In the Classroom

Studying amphibians is a natural interest for most students.  After all, some amphibians hop, they stick out their tongues to catch their meals, and they go back and forth from land to water.  Studying amphibians is also a great way to expand students’ critical thinking skills through STEM.  Luckily, some great books can help teachers, parents, librarians, and others on this mission.

First of all, what is an amphibian?  By definition, they are a cold-blooded vertebrate animal that usually has two different life stages in two different habitats.  That is, larval in a water stage, and breathing in a land environment.  Amphibians include frogs, toads, newts, and salamanders.  Caecilians are also included, though they are not as well known.  The word amphibian derives from the Greek words “amphi”, which means “both sides”, and “bio”, which means “life”. This refers to the two stages of life in two different environments.

Many engaging books teach and inspire children to learn more about amphibians.  

Background knowledge:

A good way to introduce amphibians as a subject is to assess your students’ background knowledge and introduce some key vocabulary words.  The following links show the life cycle of frogs.  I’ve also included a list of some vocabulary words related to amphibians, gleaned from some of the books in this month’s list.  The words are: 

Ectothermic, vertebrate, aquatic, metamorphosis, and herpetologist.

Frog Life Cycle: Nat Geo Kids: Video and other information on frogs, including visuals of the life cycle.

Amphibian Vocabulary: a list of amphibian vocabulary from books from the list. Tier 2 and 3, also includes a worksheet to help students use and understand words.

KWL Chart: Can be used to introduce amphibians, and gauge what students already know about them, what questions students have, and what they might want to learn!

Book cover of Amphibian Acrobats

Amphibian Acrobats by Leslie Bulion Illustrated by Robert Meganck

This book is a cleverly written and whimsically illustrated book on amphibians that could be used in a classroom in many ways.  It is oriented around a variety of poem styles that describe various amphibians (including caecilians!), and each entry also provides factual information on the habitat, lifecycle, and other details on each animal.  

Some of the other information in the book is actual notes on the kinds of poems, with specific vocabulary and details on each type of poem. There is also information on the current state of amphibians in the world, and how they need our help; they have included resources on how to help.  There is also a great world map that lists where specific native amphibians live, and it also includes their specific threat of extinction. 

The language in each poem is engaging, with inventive and colorful words describing each creature and their activities.  For example:

The Daredevil Free-Climbers:

We will teethe scummy plants,

Then slurp termites and ants,

When we’re fat burrow frogs, down below!

(Amazing Amphibians, page 39 ebook)

I love the use of “scummy” and “slurp termites and ants”, it’s very visual! And, I’m sure that students would enjoy it also!

Different writing techniques are also used, which could be utilized in class:

The Flag Waver:

A rival hopped up next to him, boi-oing!

A rival hopped up next to him.

Frog’s foot shot out-FLAG! -Take a Swim! Boi-oing!

(Amazing Amphibians, page 31 ebook)

We can always use a new way to introduce onomatopoeia! And this would be great as a read-aloud, to get students interested, and to make them think about word usage, and how to hook their readers.

Activities:

As the book focuses on poetry and the creative use of language, I thought a wonderful way to extend the ideas in this book was to have students write their own creative pieces.  This could be adapted to fit many grade levels.  One possibility is that students could pick their own choice of amphibian to research, and then write a “mini” research project on it.  I have attached a mini book template below.  Of course, it could also be done in PowerPoint or Google Slides. 

Mini Book Template/PDF  

Another idea is to have each student write a poem.  Again, they could choose the amphibian of their choice.  A haiku would be a great way to start, and a template is attached below.  The class could even write a haiku together, and then be released to write their own.  I would also focus on the use of creative, imaginative language to specifically describe their amphibian.  The teacher/parent could read aloud several of the poems, and have students pick out the language that catches their attention, or can make them visualize their amphibian!  

Haiku Pattern Template

Another possible idea is to combine the mini research project with a poem, so that they can produce their own Amphibian Acrobats!

Book cover of Ribbit! The Truth About Frogs

Ribbit! The Truth About Frogs by Annette Whipple

Do you know a student with burning questions about frogs, like how do they jump so high and why do some of them live underground? If so, then Annette Whipple’s Ribbit! The Truth About Frogs is a must for your home or classroom.  It would be great for a read-aloud, or for dipping into to answer some of those questions.  

Another great feature of this book is that Annette has prepared a textbook example of a Teacher Guide for a nonfiction guide.  It is a downloadable package with many treasures inside.  It includes activities for writing, reading, and STEM/STEAM activities; altogether, there are 8 ELA and 11 STEAM activities.  It also includes 4 printable items, including “Lifecycle of a Frog” and “Frog Facts”.   There are also some hands-on activities, such as origami frog math.  All in all, it is a great addition to the book itself, and teachers/librarians will enjoy having these ready-made activities available for their use!

Ribbit! The Truth About Frogs Teacher Guide 

Book cover of Amazing Amphibians

Amazing Amphibians: 30 Activities and Observations for Exploring Frogs, Toads, Salamanders and More by Lisa J. Amstutz

This is an amazing book, chock full of ideas to increase your knowledge of amphibians. It provides factual information, while also giving students many different ways to explore, including through art, cooking, in nature, games, writing, researching, and other hands-on STEM activities.  This would be great for many ages and educational settings, from preschool through at least middle school.  I think it would be useful for many settings, including schools, homeschools, and nature centers.  I’ve chosen a few to highlight below, with some additional sources.  However, there are step-by-step instructions for each activity in the book. It would make an excellent purchase for your personal library, or search for it in your school or town library.

Activity: Making a Frog/Toad Abode (Page 95)

Amphibians in general are at risk for habitat destruction, which can impact their life cycle.  One way that humans can help is to provide shelter and a safe habitat. One of the activities in Amazing Amphibians details how to build a “toad abode”, though it can obviously be for frogs as well.  It is on page 95, and it lists material requirements, as well as instructions on how to build it.  It is a hands-on activity, and would work for many ages, with some adaptations.  It could also be artistic, as some builders encourage decorating the “houses” with mosaic tile and other decorations.  Listed below are some videos that give examples and further instructions on how to build them.

How to Make a Toad/Frog Abode

Another Video: How to Make Toad Abode 

Activity: Making Faux Frog Eggs (Page 56)

A section of this book covers the frog life cycle, and many other books cover it as well. (I’ve provided a link to a Nat Geo Kids section on the Life Cycle of Frogs in the first section).  After they’ve gotten a general introduction, this activity of making “faux” frog eggs would be great for many ages.  

This activity uses water beads, water, and green food coloring.  I did locate another option (more earth-friendly) that used chia seeds, and included creating a whole mini habitat.  The video is attached below.  

Making Frog Eggs with Chia Seeds 

Final Suggestion: 

For kids who are truly interested in studying amphibians and reptiles, there is an online program that is coordinated by the Amphibian Foundation.  It includes “camps” for younger students and classes for amphibian pet owners.  There is a modest cost (see information below).

For older students who are interested in further training, there is a Junior Master Herpeologist Program, which is an 8-week online certification program for kids ages 12-14. 

There are other programs available; click on the link below for more information.

Amphibian Foundation: Online Training for Students

Girl of Lore Interview with Author Melanie Dale

When I learned about a new book coming out that had a character with OCD (which I also write about) but was in the paranormal genre, I just had to read it! I’m excited to share my interview with Melanie Dale, the author of Girl of Lore, due out on April 21, 2026.

About the Book

Hi Melanie! Really fun read. Please give us a short summary of Girl of Lore.

Hi! I’m excited to chat with you! Okay summary. Fifteen-year-old loner and cemetery-lurker Mina Murray starts Lore Club to investigate local legends, but along the way she discovers a mysterious book and a body drained of blood. When a classmate goes missing, she worries that the town’s stories might be real. Is the monster lurking in the dark or in her own brain? Bahm bahm bahhmmm…

I felt a Stranger Things vibe. Any inspiration from it?

Oh my gosh I love Stranger Things and that is high praise. My inspiration came from Dracula and classic horror, but Mina and her friends do run all over town like the kids in Stranger Things. And the book is set in Georgia, where Stranger Things was filmed!

I enjoyed how you explained how people often think OCD (obsessive-compulsive disorder) means “being uber-organized and power cleaning all the time,” but how that isn’t always true. (There are many other types of OCD.) As someone with OCD, I appreciated this being addressed in the book. Can you explain what your goal was with helping the readers know more about OCD?

Yes! I have OCD as well, and when I was Mina’s age, I didn’t understand what was happening inside my head. It was scary and exhausting. I want readers like me to see themselves in Mina’s story and know that they aren’t alone and there’s help, and I want to give readers who don’t struggle with OCD a glimpse inside Mina’s head so they can understand that it isn’t like the stereotypes. My husband learned a lot about how my brain works from reading Girl of Lore! That’s what I love about reading fiction. It helps us develop empathy.

 

About the Author

Why did you want to write this book?

GIRL OF LORE is a love letter to my favorite genre and the stories that have shaped me, and it’s filled with gothic Easter eggs, obvious ones as well as tiny winks. My favorite novel of all time is Bram Stoker’s Dracula. Mina Murray is my favorite gothic character because she’s so smart and underestimated by the men. I remember when my son was in middle school I gave him a boxed set of some of my favorite horror classics, books like Dracula, Frankenstein, Dr. Jekyll and Mr. Hyde, The Call of Cthulhu, etc., and he gamely tried to plow through Dracula but petered off when Jonathan Harker was still trapped in that castle and I thought, “What if I could make this story more accessible for him? What if these characters were teens living in Georgia?” 

How are you like Mina? And how are you different?

Ooh, fun question. Nobody’s asked me this. Hmm, Mina and I both have OCD, but some of my intrusive thoughts and compulsions are different than hers. I gave her my cherry red Doc Martens and love of graveyards. But I am an extrovert and more comfortable around people. Mina is much better at drawing than I am. She’s vegan and I’m not. We both love dogs. My Maltipoo Khaleesi is asleep in my lap while we’re having this interview.  

Did you grow up reading horror/ghost stories? If so, what is your favorite?

Yes! In second grade I found In a Dark, Dark Room in the school library and read about Jenny, who wore a green ribbon around her neck. She wore the ribbon her whole life and when she was very old, she finally removed the ribbon. I’ll never forget the last line of that story: “and Jenny’s head fell off.” Oh my gosh AWESOME. I felt this delicious, visceral reaction. So ghoulish. I was hooked. I had a friend named Jenny and told her the story. She did not appreciate those nightmares. As I got older I discovered classic gothic literature and fell in love.  

 

Scripts vs Manuscripts & Adults vs Kids

I read that you also wrote episodes for the horror television show Creepshow (and one Molly Ringwald starred in). Very cool! For those of us writers who also have an interest in switching gears, please explain one difference in writing a teleplay vs a novel. 

With a novel, I’m writing all of it. Story, dialogue, setting, character descriptions. Film is very collaborative, so I learned to cut out a lot of the detailed descriptions and focus on the story and dialogue. For instance, in my first script I spent pages describing every detail on Molly Ringwald’s character’s desk and the script was twice as long as it needed to be. Cut cut cut. The set designer would make those details. I didn’t need to. And then writing a novel, the banter between characters came easily to me, but Mina’s inner thought life and fleshing out descriptions of locations was challenging. Many scenes in the book started out as straight dialogue, then I went back in and layered in actions and details.

In addition to writing for the upper middle grade market, you write for adults. Was it a difficult shift to write for a younger audience?

My books for adults are all nonfiction, so the biggest shift was switching to fiction, not the age of the reader. At the time I was writing Girl of Lore, I was raising three teenagers, which helped. That being said, I am a GenXer, so I’m thankful for early readers who noted several moments where a teen would not say that or think that.

This is me at the age Mina is in the book. I’m journaling!

And what drew you to the younger audience?

As a parent, I noticed a reading gap for my kids between middle grade and YA that I wanted to help fill. When they hit the tween and young teen years, they weren’t quite ready for some of the YA content but they wanted stories of teens like them. 

  

Writing & Research

I loved how you had a character with OCD in a horror novel (quite unusual and why I wanted to read this book!). Which part came first: the character having OCD or the supernatural element? (And you do a great job of having her conquer both.)

Thank you! The OCD and supernatural grew together, although I skirted around the OCD in the first few drafts. I had a meeting with my agent to process some helpful feedback and mentioned that I’d like to explore Mina’s OCD more but I was worried it would be too scary for middle grade. She encouraged me to go for it, and I’m so glad she did.  

With writing horror, I’m curious whether you start with knowing the ending and work your way backwards. Can you walk us through when you began (without any spoilers!)?

Dude, this was my first novel and I knew nothing. Ha, I had an idea for the concept, but I had never plotted out a story so large, so it took many drafts and invaluable feedback to point it in the right direction. I spent a long, long time creating the characters and getting them talking to each other. I wrote so many scenes that I ended up cutting. Maybe some of them will appear in future stories. I axed whole characters, gave Mina a more traumatic backstory, upped the stakes and then upped them again. My editor, Jessi Smith, helped pry my fingers off the original story of Dracula and encouraged me that Mina and her Lore Club friends were strong enough to live their own story.   

I always find it interesting the research involved in fiction. What research did you do for this book?

I worried that I’d end up on a watchlist somewhere with the kinds of things I was googling. Burying bodies, mausoleums, obelisks, crypts. A friend of mine used to work in a morgue and I called her up and asked her what to do with a dead body, then threw in “FICTIONALLY” when there was a pause at the other end of the line. I had the best time researching graveyards. I really wanted to picture Mina’s graveyard where she spends a lot of her time in the book, so I visited a ton of cemeteries. Whenever I travel, I love visiting cemeteries and try to take as many ghost tours as I can. When I was in New Orleans I visited St. Louis Cemetery No. 1. In Edinburgh I visited Greyfriars. We have a bunch of really beautiful graveyards near where I live. The older and wilder the better. 

 

For Teachers

Are you doing school visits related to this book? 

I am so excited to talk with fifth-, sixth-, and seventh-graders about writing! You can find out more about my author visits at School Visits – Melanie Dale 

How can we learn more about you? 

You can find me on my website at melaniedale.com or on Instagram and Substack @melanierdale. 

This was super fascinating. Thanks for your time, Melanie!

Thanks for having me!