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Interview with Author Heather Murphy Capps + Preorder Swag Giveaway!

It’s always a pleasure to welcome an author back to the Mixed-Up Files, but when the author happens to be my friend and former MUF contributor Heather Murphy Capps, it’s an extra-special treat! Today, Heather is here to talk about her sophomore novel, The Rule of Three, which focuses on racism and generational trauma. Lauded by Publisher’s Weekly as “noteworthy” and “illuminating,” the novel is out from Carolrhoda Books/Lerner on August 6. (To learn more about Heather’s fantastic preorder swag giveaway, scroll down for details 👇👇👇)

Interview with Heather

MR: Welcome back to the Mixed-Up Files, Heather! The first time you were here, your debut novel, Indigo & Ida, had just been released. How has life changed for you, now that you’re a published author?

HMC: I actually tell people I am an author. The thing is, my day job is instruction: I teach leadership, writing, and briefing skills to federal employees. Before Indigo and Ida, that was the only way I described my professional life. Now I say, “I teach writing skills to adult professionals and I am a children’s book author.” It’s an amazing feeling.

Why didn’t I do that before? Because I was super self-conscious about how to answer the inevitable question: “Oh, what have you published?” And I would have to say, “well, I am a pre-published author.”

Honestly, I hope all our pre-published friends do NOT follow my lead in keeping their work a secret. I think it’s great to be proud of who you are and what dreams you are seeking, regardless of where you are in the journey. I wish I had realized that before!

The Rule of Three

MR: Let’s turn our attention to your latest book, The Rule of Three, a contemporary novel with fantastical elements. Can you tell us about it? 

HMC: This book is so important to me for so many reasons—it’s got baseball, magical realism, mental health rep, and an important, often overlooked historical story.

When we first meet our protagonist in The Rule of Three, Wyatt, he is working on the first part of his three-part plan for life: 1) land a spot on the local elite travel baseball team; 2) play baseball in high school; 3) play baseball in college.

But his plans derail in the face of mounting racial tensions and microaggressions at school. On one particularly stressful day, he suddenly begins spewing smoke from his hands and feet in response to his stress. He’s watched his father do the same thing his entire life; he just never knew it was a trait he could inherit.

At the same time, he loses faith in his best friend’s willingness to stand by him, and then he gets kicked off the baseball team. Isolated and frustrated, he decides to use his smoke as a superhero talent to target bullies. But then he discovers that the smoke is linked to a painful family history. He and his father can heal if they are both able to face the past.

The Story Behind the Story

MR: What was the inspiration behind the novel?

HMC: I first decided to write this story years ago, when I happened to be talking to friends and mentioned the 1985 MOVE bombing in Philadelphia. They hadn’t heard of the incident and were naturally skeptical. I mean, who wouldn’t be? A city dropping a bomb on its own neighborhood?

Because my friends were so incredulous, I was halfway convinced that even though I lived on the outskirts of Philly that summer and watched the whole thing play out on television, I was remembering it wrong.

When I confirmed for myself that I was correct, I did a VERY informal and limited poll—and interestingly, it seemed most people I asked remembered extreme government responses in places like Waco, TX and Ruby Ridge—not Philadelphia.

Thus, I felt strongly that I needed to tell this important story. It’s sad, but it’s also one that offers a message of hope and resilience. The MOVE survivors eventually returned to their old neighborhood—and bought their childhood home.

I also wanted to write about the way families can pass on a genetic legacy of pain.

Three-Pronged Coping Strategy

MR: At the beginning of the novel, Wyatt puts up with racist comments from classmates, and from his coach, just to fit in. He also uses a three-leveled system to measure—and to cope with—his distress. Can you tell us more about Wyatt’s coping strategy? How does it serve him? How does it hinder him?

HMC: The number three is important to Wyatt—and for good reason. He notes himself at one point in the book that “3” is significant in baseball, math, and survival, to name a few. He organizes his life in threes because the number speaks to him and gives him structure—including his three-part system of reactions to people who stress him out.

Level One: pretend to laugh it off and eventually the bad feeling goes away;

Level Two: pretend to laugh it off but take the bad feeling out on someone else;

Level Three: unable to laugh it off. Eventually, Level Three becomes smoke.

The smoke hinders and scares him, but ultimately it also leads Wyatt to the counselor who helps him and his father begin the healing process.

MR: In a similar vein, Wyatt doesn’t say anything about the mistreatment he’s receiving because he doesn’t want a reputation as a “troublemaker.” This is, unfortunately, a common reaction from kids who are bullied, whether it’s for their skin color, ethnicity, gender, sexual orientation, etc. Can you speak more to this?

HMC: It’s such an unfortunate misconception that you’re being “whiny” or “extra” if you call people out on bad behavior. Even in today’s more aware, evolved culture, the onus is still too often on the person experiencing bullying to put up with it, and I think we still praise those who can look the other way or have a “stiff upper lip.” It’s true that those responses can help deflate a bully—and you can always refuse to dignify their behavior with a response. But while those responses help turn the bully’s attention elsewhere, they don’t get at the root of the problem.

While I think we’ve come a long way in learning to listen to the victim and stop excusing the perpetrator, we still have more work to do.

Understanding Epigenetics

MR: Inherited racism, or epigenetics—the scientific theory that a person’s traumatic experience can affect their genetic material—is a topic that you explore closely in the novel. Can you tell MUF readers more about epigenetics? What kind of research did you do to deepen your understanding of it?

HMC: What we know about epigenetics is that—as I mentioned above—it is a genetic legacy of pain. The descendants of people who have experienced trauma can inherit chronic conditions: diabetes, heart disease, mental illness—without having experienced trauma themselves. Our current understanding is that this inheritance is a product of gene expression (whether a specific gene turns on or doesn’t) rather than a fundamental change in the DNA itself.

I ran across a fascinating study in my research that really spelled it out for me. I want to acknowledge here that my summary of this study is VERY brief, but I do welcome anyone who’s interested to check out this article (one of many that reported this study) for more detailed information.

In 2013, Emory University biologists Kerry Ressler and Brian Dias exposed mice to the smell of acetophenone, a chemical that smells like cherries and almonds. At the same time, they administered small electric shocks. (I have to interject here that the fact that they tortured animals bothers me immensely.) With subsequent generations of mice, they exposed the descendants to the acetophenone smell but did not shock the mice. But—the mice still responded in fear. Ressler and Dias concluded they had inherited their fear of this smell based on previous generations’ trauma.

Again—this is a very brief summary, but even with these spare details it’s enough to see how the study of epigenetics provides important understanding and perspective about one of many reasons descendants of traumatic experiences: the Holocaust, slavery, war, starvation—struggle with physical and mental illness at such high rates.

Ignorance and Microaggressions

MR: Most novels are somewhat autobiographical, and I’m guessing The Rule of Three is no exception. What are the similarities between you and Wyatt? The differences?

HMC: Some of the microaggressions Wyatt faces were drawn directly from incidents that happened in my local school district. Others were drawn from news reports around the country. I’m a lot older than Wyatt, but I am sad to say that when I was his age, I too faced microaggressions and had to figure out how to navigate ignorance at the same time I was trying to work through complicated feelings about my identity.

I wasn’t as brave as Wyatt; I definitely stuck only with Wyatt’s Level One “laugh it off” reaction because I was afraid I wouldn’t have any friends if I chose another response. Wyatt’s three levels of reaction to stress are very similar to mine, even to this day, sans the smoke.

Three Is a Magic Number

MR: The number three is like an additional character in the novel. What is it about the number three that’s so intriguing, and so magical? Also, do you have a special connection with the number three?

HMC: It’s one of my lucky numbers. And I’ve always been fascinated by the notion that the rhythm of three is what people listen for in music, poetry, even when you’re presenting an argument, people naturally listen for three reasons why you think your argument is strong. Religion, mythology, and legend all organize important concepts and characters in threes: Christianity’s three is the Father, the Son, and the Holy Spirit; Greek mythology has lots of threes including the Muses and the Furies; the Celts have the all-important triad; and the Buddhist Chintamani symbol for happiness is three circles arranges in a semi-triangular pattern.

Calling All Baseball Fans!

MR: Another non-human character in your book is baseball. Are you are a baseball fan, Heather?

HMC: Huge. I love baseball so much, and was the announcer for my son’s high school baseball team. I actually prefer to watch baseball when I know the players. High school and college ball is perfect: the seats are good, the games are competitive, and the feeling is collegial. (See what I did there? Three reasons.)

Magical Realism

MR: And finally, let’s not forget the third non-human character in your novel: The smoke that emanates from Wyatt’s body when he’s angry or upset, an inherited trait from his father and grandfather. Can you tell us more about the smoke? How did you come up with the idea?

HMC: I knew I wanted to use magical realism as a literary device to tell this story because I needed to find a way to make a painful subject accessible. This led neatly into my other goal, which was to give Wyatt a visible manifestation of stress so that we could actually see what was going on with him.

Originally, he shot electric currents from his body. (This story has been through SO many different incarnations!) But ultimately, electric currents were harder to visualize, and somehow the idea of smoke felt really right. The smoke chose me as much as I chose it as a way to help us all see Wyatt’s pain.

MR: What are you working on now, Heather? 

HMC: Another extraordinary boy character. Can’t wait to say more but I’m not quite there yet!

Lightning Round!

MR: And finally, no MUF interview is complete without a lightning round, so…

Preferred writing snack? Apples and soynut butter, Twizzlers, any kind of salty snack.

Coffee or tea? Both

Cat or dog? Both but currently I only have a cat. My mother’s dog comes to visit frequently, which is wonderful.

 Favorite baseball team? Minnesota Twins

 Zombie apocalypse: Yea or nay? Nay – Zombies are one thing I just can’t get behind. Vampires on the other hand? YES. And of course witches, who are already among us.

Superpower? Teleport! I LOVE the idea of getting places quickly.  Conversely, I do believe the journey is important. But I really hate traffic.

Favorite place on earth? In front of a body of water with a good book, good food, and beloved people.

If you were stranded on a desert island with only three things, what would they be? A book, a cell phone, and some matches

MR: Thank you for chatting with us, Heather—and congratulations on the publication of The Rule of Three!

HMC: Thank you, Melissa! I’ve had such fun chatting with you and thanks for having me back! I will always be so proud that I was once part of this amazing team of writers. <3

Preorder Campaign/Swag Giveaway!

Heather is running a fun preorder swag giveaway for all preorders. (To preorder, click here.) She will send a specially commissioned pack of FOUR baseball cards featuring the main characters in The Rule of Three. This amazing character art was designed by the same artist who did the cover illustration – the fabulous Jethro Unom. To get all four cards, which include fun stats on the back, preorder and then send a copy of your preorder receipt to: heathermcappsauthor@gmail.com

To learn more about the preorder campaign please visit Heather’s website: https://heathermurphycapps.com

(For more on Heather Murphy Capps, check out last year’s MUF interview here.)

Bio

Heather Murphy Capps writes about history, social justice, science, and magic. She is a mother of two, an Army wife, and an education equity activist. As a biracial author, Heather is passionate about creating diversity in publishing. Learn more about Heather on her website and follow her on Instagram and Twitter.

Melissa Roske is a writer of middle-grade fiction. Before spending her days with imaginary people, she interviewed real ones as a journalist in Europe. In London she landed a job as an advice columnist for Just Seventeen magazine. Upon returning to her native New York, Melissa contributed to several books and magazines, selected jokes for Reader’s Digest (just the funny ones), and received certification as a life coach from NYU. In addition to her debut novel Kat Greene Comes Clean (Charlesbridge), Melissa’s short story “Grandma Merle’s Last Wish” appears in the Jewish middle-grade anthology, Coming of Age: 13 B’Nai Mitzvah Stories (Albert Whitman). Learn more about Melissa on her Website and follow her on  TwitterFacebook, and Instagram.

WNDMG Wednesday: Author Interview with Christina Matula

 

Wndmg logo

WNDMG Wednesday: Author Interview with Christina Matula

I’m so excited to be able to introduce you to author Christina Matula today. Christina’s newest title is The Not-So-Simple Question (HarperCollins), which is the third title in her Holly-Mei series, launched on April 23, 2024.

I absolutely love the description of this book. It sounds so interesting, with themes on what it means to belong, and immigrant child identity. I cannot wait to dive into this series!

I encourage everyone to buy a copy for themselves and their classrooms and libraries.

About The Not-So-Simple Question:

Description taken from online:

Return to Hong Kong in the third book of this charming Middle Grade series starring Holly-Mei, a girl navigating her new city, new school, and new friendships.

Holly-Mei is caught in the middle.

Holly-Mei Jones has finally settled into her new friend group in Hong Kong–that is until suddenly everyone starts talking about dating. Which Holly-Mei is not ready for.

At least she has her school’s Experience Week to look forward to. Holly-Mei can’t wait to show off Taiwan, where her beloved Ah-Ma is from, to her friends. The trip is going to be perfect…right?

Maybe not. On top of the pressure to date, Holly-Mei starts to wonder if maybe being half-Taiwanese isn’t enough. In the face of these big questions, will Holly-Mei be able to finally feel like she belongs?

Interview with Christina:

I loved getting to talk to Christina about her new book and I think you will enjoy meeting her and Holly-Mei as well.

 

SSS: What a wonderful description. I was interested right away! What is the inspiration behind The Not-So-Simple Question?

CM: I really wanted to write a book where Holly-Mei delves into her mixed-race identity. Like me, she is half Taiwanese, born and raised in Canada. Growing up, I never saw books with mixed-race characters, and I wanted to write a book that touched on this topic, including the richness of coming from a multi-cultural household and the journey of self-discovery. In a nutshell, I wanted to write the book I wish I had as a child, a book that would let me know that it’s okay to sometimes feel unsure and to push back on expectations, but at the same time celebrate my heritage.

SSS: As a mom of three girls, I love stories about girls and especially diverse girls. How is Holly-Mei as a character? Is she sassy and spunky, or shy and introverted?

CM: I’d say she is spunky and sporty, fun and approachable, with a competitive streak. She has her flaws, such as not always thinking before she speaks, but we see her grow over the series into a more thoughtful and kind-hearted friend.

SSS: As a Syrian-American, I think often about the themes of multi-cultural identity. Can you expand on what it means for Holly-Mei to be half-Taiwanese?

CM: Holly-Mei has always loved being mixed-Taiwanese and having two cultures to call her own. Even though she was raised in Canada, she always had her Ah-ma, her Taiwanese grandmother, by her side to pass down traditions. In the book, as she and her classmates prepare to go on a cultural trip to Taiwan, someone asks her a seemingly simple question “So you’re only half?” This sows some doubt in her mind about whether she can claim this part of her heritage, particularly as she’s not lived in Taiwan and her Taiwanese language skills are nonexistent. She needs to navigate internal questions about what being mixed means to her considering these seeming contradictions. In the end, she learns that her identity is what she feels in her heart and the power to define it rests in her own hands.

 

SSS: The subject of dating is one that seems to be increasingly explored in Middle grade. How does Holly-Mei view dating and how does her view inform how she views her friends and peers when they start dating?

CM: Holly-Mei has good friends who are boys and is perfectly content with that dynamic. She’s not ready to think about anything different, particularly at only twelve years of age, so she finds the pressure to date that comes along unwelcome. She sees how dating and crushes amongst her friendship group can sometimes lead people to be distracted or act less thoughtfully, as well she witnesses the stress and heartache her cousin goes through when faced with a breakup.

In this age of social media, kids may feel pushed into relationships or situations they are not ready for. I wanted to remind readers that it’s okay to not want these things, that they can just be kids.

SSS: Will there be more Holly-Mei (or other middle grade novels) in the future?

CM: The Not-So-Simple Question is the final book in the Holly-Mei series. I feel like the series has come to a natural conclusion. Her character grows in confidence and comes to understand that she’ll be just fine, whatever direction her life may take her. The end circles back to Book 1, The Not-So-Uniform Life of Holly-Mei, where her Ah-ma teaches her a saying “ku jin, gan lai”, bitterness finishes, sweetness begins. At the end of Book 3, Holly-Mei knows she’ll be able to make sweetness wherever she is in the world.

I would love to keep writing middle-grade books. It’s such an amazing space in which to contribute and make connections with young readers.

 

Link to order here.

Writing Process

 

SSS: When did you start writing the series of Holly-Mei and was the process a long one?

 

CM: I started writing the first book in 2019 as a YA and it was sort of a mash up of Crazy Rich Asians and Pride and Prejudice set in an elite Hong Kong high school. (I was living in Hong Kong at the time). However, I was told that Holly-Mei’s voice felt more naturally middle grade, so I ended up aging her down and completely revising the plot, while keeping her voice almost the same.

 

SSS: How is the process of writing a Middle Grade SERIES different from writing a stand-alone do you think? Is it harder or easier? Or both?

CM: I originally wrote the first Holly-Mei as a standalone but was thrilled to be offered a three-book series. At first, I was a bit stressed because I wasn’t sure what else I could write about. But the fact that middle-grade books generally have a short timeframe, around 2-3 months, meant that I could use the school calendar as inspiration for different plots, while having her personal growth occur over the year. I think it would have been hard for me to say goodbye to Holly-Mei after only one adventure.

SSS: Any advice for fellow middle-grade authors?

 

CM: Surround yourself with other writers and don’t be afraid to share your work and get feedback. My SCBWI critique group was invaluable to me for improving my writing and the stories I wanted to tell.

Bonus!

SSS: Bonus question! Is there anything I haven’t asked that you’d like to share with us?

CM: There’s a bit of me in Holly-Mei, from the character flaws and competitiveness, to the relationship with her younger sister, Millie, and her love of field hockey, which I still play. And when I wrote the books, I made a list of all my favourite places, activities, and foods in Hong Kong, and sprinkled them throughout the series as a bit of love letter to the city I called home for so many years.

Thank you so much Christina for answering my questions! I hope everyone picks up a copy of your beautiful book.

For more Diverse Author Interviews, check out this recent one by Aida Salazar

About Christina Matula:

Christina Matula grew up in Ottawa, Canada. Being a child of immigrant parents, she has always been curious about other cultures and far-off places. Dumplings are her favorite food, especially her mother’s savory Taiwanese jiaozi and her father’s sweet Hungarian gomboc. She has an MFA in Creative Writing from the University of Hong Kong and now lives in Finland with her husband, two children, and puppy.

Website: www.christinamatula.com

Twitter: @MatulaChristina

Instagram: @christinamatula

 

 

 

STEM Tuesday– Survival Science — In the Classroom

 

When we talk about animals, we are usually talking about their biological make-up: How they look, what they eat, where they live, and how they interact with other animals. But this month we are focusing on a different topic. It’s more about how animals survive in the wild. This is an important idea and one that is a good to explore with your students. Especially because as climates change and humans move into their habitats, animals are needing to work harder to survive.

There are many great books to use in the classroom on our Species Survival  list this month. Here are a few activities that you can use in your classroom:

 

Hopping Ahead of Climate Change book

Hopping Ahead of Climate Change: Snowshoe Hares, Science, and Survival

by Sneed Collard

This book takes a look at whether animals are able to adapt to climate change to survive. The snowshoe hare is white because normally it is found in areas with a lot of snow. But if those areas have shorter snow periods, its white coat, which normally allows it to hide in plain sight, becomes a very big hindrance. So much so, that it makes itself stand out amongst the greens and browns of the trees, grass, and dirt. This is makes it easy prey for a predator!

 

 

Classroom Activity

What traits do animals have that allow them to blend in with their surroundings. Have the students do some research to discover three animals that use their colors as camoflauge  They can start with the snowshoe hare, but come up with two more. There are many of them to choose from. If they can’t think of any, prompt them with: Snake, shark, giraffe, tigers, etc.  Using these animals, have students answer the following questions:

  1. How does the color of the animal help them to blend in with their surroundings?
  2. Does this animal have a pattern that also helps? and if so, how?
  3. Do you think these colors and patterns help them during specific times of the year?
  4. Would their colors and patterns help more in particular seasons of the year or not?
  5. How would that change if the seasons were lengthened or shortened due to climate change?

Have a discussion with the class. Maybe even have the students draw their animals in their original habitat before and after climate change effects to see the difference.

 

History Comics: The American Bison: The Buffalo’s Survival TaleThe American Bison book

Written and illustrated by Andy Hirsch

While some may be familiar with the history of how great herds of bison roamed across the plains, it might come as a surprise that these creatures not only benefited Native Americans, but also the land on which they lived. This book explores the fascinating ecologicial “triangle” relationship between bison, the prairie grasses of the West, and the Native Americans that lived there. The graphic novel form makes this book easily accessible and fun for kids to read and offers great imagery for teachers to use in their classroom.

Classroom Activity

How can animals actually benefit the environment in which they live? Bison used their own mucus (or snot) to reseed grasses across the prairie. Read the book to learn more about this fascinating trait that allowed bison to also digest the grasses and eat them. Without the bison, the prairie grass had a difficult time growing and expanding across the land. How did the Native Americans help? They provided places with lots of grass for the bison to graze. Discuss how this worked for that environment.

  1. How exactly did the bison use their mucus to eat food?
  2. How were the microbes in the soil beneficial to the bison?
  3. What is cellulose and why is it so hard to digest?
  4. How did the Native Americans use the grasses to bring bison to their area?

Have a discussion with the class about what they have discovered. Can you think of other animals that might have a similar relationship to their own environment?

 

The Nocturnals Explore Unique Adaptations of Nighttime AnimalsUnique Adaptations of Nighttime Animals

Written by Tracey Hecht

This book takes a look at species survival from the point of view of nocturnal animals. But it presents lesser known animals like the pangolin, woylie, tuatara, aya-aye, and jerboa. It not only features facts but also includes narrative stories about each animal so children can learn about the animals’ nocturnal habits and special adaptations.

 

 

 

 

 

 

Classroom Activity

Have a discussion about nocturnal animals and how they interact with their environments. The cool thing about this book is that it allows for a discussion about nocturnal animals that students may not be familiar with.

  1. What traits make an animal nocturnal?
  2. How are nocturnal animals different from diurnal or crepucular?
  3. Why do you think it might be more difficult for an animal that comes out at night to survive?
  4. Learn about two or three unusual nocturnal animals that you may not have known

Have students pick one nocturnal animal, unknown to them, and draw it, give 3 clues about its habitat, and discuss how it might survive. Have them present their animals to the class. You could even do this as a “Name that animal” type of game and have the student give clues while the other members of the class guess what it is.

 

The other books in this list all lend themselves to wonderful discussions in the classroom about how animals survive in the wild. Many of these authors also have more information on their websites. So be sure to check them out! This is a great topic for getting your students excited about animals, and getting them to explore unusual environments as they consider how they have a impact on the world.

 

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Jennifer Swanson author

Jennifer Swanson is the award-winning author of 50 books for kids. She is passionate about STEM/STEAM and is the creator of  STEM Tuesday, STEAMTeam Books, and the Solve It! for Kids Podcast. Her views on writing are “For me, writing STEM/STEAM books is about having a conversation with a young reader. It’s about getting them excited about the topic so that they get curious, ask questions, and want to explore more on their own.” www.jenniferswansonbooks.com