writing – Molly Montgomery

Advice for the Overachiever Educators out there

Swag from the Bay Area Writing Project’s Invitational Summer Institute, which I attended last summer.

Recently a student from my alma mater reached out to me to ask me to talk about my experience of being a teacher. I agreed, and realized that somehow I’ve made it to the point in my career where I have advice to give. Right now, I am about five years into my career of being a public school teacher, which is longer than most people make it into this profession. A depressing thought, but an understandable one. I’ve seen a lot of the educators I went to school with or who started out around the same time as me move on to other roles, either in education or in a a completely different field. A year ago, I was ready to leave as well. However, I decided to try out a different school instead, and while my experience hasn’t been perfect by any means, I’ve been able to find a bit healthier of a work-life balance in my new position.

When the student asked me if there was anything I thought people should know about being a teacher, I said that to make it in this profession, you have to be patient. You do not get to see results of your efforts until at least a year or two later after you’ve said goodbye to a group of students, maybe even longer. You also won’t recognize your own growth when you’re in the middle of the stress and pain of dealing with whatever difficulties are in front of you. That doesn’t mean that everyone has to stick it out though. If it feels like the wrong role for you, it’s better to get out than wait and see whether things will improve. Most of the time, things in education don’t spontaneously get better on their own. So you have to decide if you can bear the difficulty of trying to improve your situation or if too much is being demanded of you for too little compensation.

One thing you can try to control as best as you can is the boundaries you set around work and how you approach opportunities that go above and beyond your job description. I, like many other teachers, was an overachiever all of my life– throughout high school, college, and graduate school. That was made possible partially because I was lucky enough to have parents taking care of my basic needs and because I was ignoring my physical or mental well-being so I could be more productive (which led me to having walking pneumonia as a 21-year-old– I do not recommend). However, once I started working as a teacher, I realized that being an overachiever really works to your disadvantage. You will already have more than you can possibly do piled onto you at any given time, so if you adopt the mindset that in order to stand out, you have to go above and beyond your job duties, you will burn out quickly.

I realized this during my first few years of teaching, and while I did experience burnout, especially during remote learning and the hectic in-person years after, I also gradually started to find more balance by cutting myself off from work at a certain time and by prioritizing my physical and mental well-being through exercising, eating well, and meditating. I got to the point where I became mentally OK with leaving work with a massive pile of things yet to be done. Today, I accomplish what absolutely needs to be done for the next day and a little of the stuff that has longer-term deadlines, while having the confidence in myself as a professional to know that the rest will get done at some point. I still work more than my contracted hours and I often work on the weekends because the alternative is working on Friday evenings or Monday early mornings, neither of which sound very appealing to me, but I feel more in control of my workflow.

Still, there was an itch my overachiever self wanted to scratch. While it might have been smart to just accept that one job is enough, and that I needed to stamp out the desire of always wanting to achieve more or advance in some way, I gave into that itch. Since my third year as a teacher, I’ve worked as a freelance writer in addition to my more-than-full-time job, writing study guides, curriculum, and content for apps, and lately, I’ve been leading workshops for other teachers on how to teach writing through the Bay Area Writing Project. Did these second jobs sometimes cause me to lose sleep and add to the stress of my regular job? You bet. But for the most part, I found that when it was a job I was interested in, it fulfilled a yearning for a different type of work than the one I do in the classroom. These jobs keep me motivated to continue developing myself as a writer, and they connect me to that aspect of my identity.

So, what should you do if you’re the overachiever type, and you find it really hard to give that up, even when your teaching job already demands too much? Well, I’ve figured out there is a way to do both. You just have to look for opportunities that overlap. I’ve done that by finding paid fellowships and freelance roles where I get to develop units or lessons that will be published for the broader public that I can also use in my classroom. I am feeding two birds with one plant (to adapt the more violent metaphor).

For example, a couple years ago, I participated in the Teach YR Fellowship through YR Media and developed a project-based learning unit on Social Media and Mental Health that I am still using in my classroom today, and this past year, I became a CRAFT Fellow through Stanford University to develop AI literary resources. I just wrapped up an argumentative writing unit on AI with my 11th grade Honors English students, and I am eager to share what I learned from CRAFT with other educators.

Most of these opportunities came as a result of me joining the community of the Bay Area Writing Project, which is the flagship organization of the National Writing Project. I’ve gained so much more than freelance opportunities from BAWP though. I also found a community of educators who also are passionate about both writing and education. If you are a teacher who is passionate about writing, I definitely recommend getting involved in your local chapter of NWP, and if you’re passionate about a different subject area, there are professional development organizations for all different subjects. It can be an eye-opening and affirming experience to learn from other educators who are experts in your particular field and who work in a completely different setting than you.

While I’ve been exploring these different freelance opportunities, I have to admit my creative writing has taken a backseat. Reflecting on what I want to accomplish in the next year, I reminded myself that working on my own creative writing is just as important to me as receiving recognition or payment for professional writing, so I’m going to focus more on that going forward. Still, I did get a story that I worked on for five years (I wrote at least seven drafts of it) published recently. It’s about two preteen frenemies who bond over feeling like they don’t quite fit into their Chinese summer school. If you’re curious about it, please check it out here.

Writing in Times of Transition

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View of the Golden Gate Bridge shrouded in fog — Times of transition can be a little foggy. (View from the Presidio Tunnel Tops Park in San Francisco which I visited while at a teacher training this summer)

Transitions, especially big life transitions, have always been hard for me. I am someone who thrives on routine and structure. I remember when I moved to France after college, even though I was excited to go live there, I ended up freaking out in the airport waiting to board my plane. I was overcoming an infection, a complication from having my wisdom teeth removed, so I was not in a great physical state, and I felt like there was a bottomless pit in my stomach, pulling me into a whirlpool of panic. But my move could not be delayed. I was going, whether I was ready or not. Before going through security, I remember telling my mom I wasn’t sure if going to France was the right idea, and she reassured me that as soon as I got there, I would be fine. She was right.

Now that I’m a teacher, each year I struggle with the jarring transition between the end of the school year and the summer. It’s disconcerting to go from having my days filled to the brim with work to having what seemes like an endless amount of time to fill during the summer. I always have plenty of things to do during summer break, but I have to use my willpower and organizational skills to make the best use of that time without any external authority telling me what I need to prioritize. Luckily, teaching equips me well for this type of challenge. In my role as a high school English teacher, I plan and implement the entirety of the curriculum I teach. Of course, I solicit feedback from my admin, colleagues, and students, on my lessons and units, but ultimately the decision for what to teach and how to teach is mine. I definitely feel lucky to have that much freedom, since I know many teachers do not have the same autonomy, but it can be overwhelming at times. The same thing can happen when I’m working on a long writing project, such as a novel or a complex freelance job. The best way to deal with a large daunting task is to break it up into a parts, and take things one step at a time.

This past summer I had a singular goal: to finish a draft of my novel. I was awarded a Jack Hazard Fellowship by the New Literary Project, a fellowship for creative writers who teach high school. I felt honored to be chosen as part of the their inaugural cohort of fellows, but as the summer approached I felt the same gut-twisting panic that I felt before I boarded my plane to France. What if I just couldn’t hack it? I wasn’t required to finish an entire draft of the novel by the end of the summer. I just had to submit something to show that I worked on the novel, but there wasn’t a specific number of pages I needed to write. Still, I wanted to finish the draft because I knew I would feel more accomplished if I did.

I knew I had to create some sort of structure for myself in order to finish the draft. I initially planned to adhere to a strict schedule. I would wake up at a certain time, and after eating breakast, I would write for 2 hours, then take a break for exercise, etc. I won’t bore you with the details, since I don’t think I followed this plan for a single day. Almost as soon as the summer started, I caught COVID. I wasn’t able to write for a few days, and then once I was better, my partner and I were moving into a new house. By the time we were done moving, it was mid-July, and practically a month of the summer had passed.

At that point, I threw my rigid plans out the window and just focused on making sure I wrote for 500 words a day. I kept a log of how much I wrote every single day, but even then I wasn’t completely consistent. Some days I wrote 454 words, others, I wrote 2000. Through fits and starts, by continuously pursuing my goal, even if it meant waiting until 10 PM to write and then hammering my keyboard for an hour, I managed to produce a completed rough draft. I know it needs a lot of revision, but I still was proud of myself for meeting my goal.

I also accomplished another goal this summer. I was hired for a freelance writing job in which I wrote a whole online course on an unfamiliar topic: personal finance. While I did have some background knowledge on this topic, I did not consider myself a subject matter expert before I wrote the course. I gained a lot of valuable experience learning how to research a topic and write a whole course from scratch. To do this, I also had to manage my time carefully since I was working on two writing projects at once. The course had a much clearer structure than the novel, so I was able to break it down into smaller chunks and write one section at a time. After I submitted my first draft of the course, I also received feedback from my client, and I then revised it in response to their feedback. It felt very satisfying to complete the entire writing process from beginning to end on the course, and it gave me the confidence to know that I can take on similar projects in the future.

Of course, just when I had figured out my summer routines and found strategies to improve my creativity and productivity, the summer ended, and I had an abrupt transition back to teaching. I always do some planning for the school year during the summer, but this year, the end of the summer crept up on me very quickly (probably because I was so busy with writing). I felt really off-balance at the beginning of the school year, especially since this year I am teaching 3 courses (2 sections of English 9, 2 sections of English 10, and 2 sections of Creative Writing- so 6 sections total). Even though I’m repeating some material for English 9 and 10, it has felt like I’m making everything from scratch because I tweak what I do every year to improve my teaching practices and to better meet the needs of my current students.

Now that we’ve reached the end of the first quarter, I finally feel like I have some breathing room to reflect on the challenges of writing under different time constraints— whether it’s writing furiously towards a deadline with little else to occupy my thoughts or trying to squeeze in writing when I’m working a full-time teaching job. As long as I’m a teacher, summers and breaks will always be where I’m able to do my deepest, most challenging work as a writer. During the year, the thought of adding more to my plate gives me anxiety, even when it’s work that I want to do. I have to focus on smaller tasks such as editing stories I’ve written here and there, similar to weeding a garden or pruning a hedge.

I also have figured out ways to integrate my freelance writing with my full-time job when possible. I was lucky enough to become a YR Media Curriculum Fellow this year, which involves writing a curriculum tool (basically a whole unit plan or series of lessons) using resources from YR Media. YR Media (originally Youth Radio) is a journalism nonprofit that publishes articles by youth journalists. I’ve been creating a curriculum tool using some of their articles and then implementing my own curriculum plan in the classroom. As a part of the fellowship, I attended a training this summer led by Dr. Cherise McBride about using youth media to empower students. I also have been given the opportunity to collaborate with other amazing educators from the Bay Area and from around the country.

To figure out how to best use my limited creative writing time, I’ve been seeking feedback on my work from writer friends, and I even joined a new writer’s group in the past few months. Being part of a writer’s group is really helpful for keeping me accountable during periods when I don’t have much motivation to write. I also have been inspired by reading my peers’ work.

Furthermore, I’ve also been using the exercises from my own Creative Writing class to hone my writing skills. Every time my creative writing students do a writing task, I try to do the same quickwrite so I can show my work as a model or so I can have the students practice critiquing it. Seeing my students light up while writing about their most memorable meal, illustrating a zine, or worldbuilding for a short story has also been fueling my soul.

Nevertheless, it is hard for me to imagine how I can find a sustainable teaching workload that would allow me to fulfill my writing goals. Every year, teaching does come a bit more easily, at least. Now that I’m in my 4th year, I definitely have gotten better about setting boundaries around work and sticking to those boundaries. I’m hoping that after I’ve taught all 3 of the classes I’m currently teaching for at least one year, it will start to get easier.

This past August, I turned 30. I’m in a period of transition in my life, from young adulthood to middle adulthood, and I have personal goals in mind that are not related to writing or teaching or work at all. I greatly admire the people I know who have been able to maintain a career, have a family, and pursue an artistic passion at the same time, but I know all of them have had to make sacrifices. At some point, I will have to decide what is most important to me and what I need to scale back on. I am glad that after several years in the classroom, I’ve been able to progess both in my career as a writer and as a teacher. I hope I can continue forging a path that allows me to do both while also finding personal fulfillment in other areas of my life.

When to say “No” (and “Yes”) to Opportunities: Finding Time for Creative Writing as a Teacher

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Hiking on a recent vacation to Phoenix, Arizona while recovering from burnout

When I was in high school, I thought more was always better. More AP classes, more extracurriculars, more rigor. My overachieving may have helped me secure a spot at an elite college, but ultimately I had to unlearn the impulse to always say yes to opportunities. I might have looked successful on paper, but I remember times during high school where I felt so overwhelmed and anxious about all I had to do that I just kept my head down during class or during after school practice, for debate, Mock Trial, or any other number of activities I was signed up for. I was often short-tempered with people who cared about me, my friends and family, and took out my stress on them. I held it together though, in front of others, so I could keep up that immaculate image of effortless achievement.

In college, I continued the same pattern, double majoring with a minor while running a tutoring program and working a part-time job. One semester, I took on one activity too many and completely neglected one of my obligations, a role as a editor of an undergraduate journal. When it came time to produce the article the writer and I were supposed to be working on, both of us didn’t have anything to show for it. It was really embarassing, and one of the only times I’ve felt like an abject failure. I learned from that experience not to over-commit to too many things at once.

However, when you’re a teacher it’s hard to not over-commit when your job alone takes up more time than you have in a given working day. My first year as a teacher, I didn’t sign up to do any extra duties, but I was getting to work at 7:30 AM and staying until 6 PM on a regular basis. Of course, the first year is always exceptionally difficult because you’re creating most of the materials you’re using from scratch while getting used to having a full workload of students, but I definitely pushed myself too hard. I wasn’t drinking enough water, and at one point, I had to take a day off of work because I had vertigo so bad I couldn’t get out bed.

This year, my third-year of teaching and my first year back in-person since the pandemic started, I was concerned the same thing was going to happen, so I was hesitant to say yes to any extra duties at work. I knew this year would be extra stressful due to the challenges of COVID teaching: wearing masks, helping students who were out sick for weeks, etc. However, I surprisingly found that work was a lot more manageable then I expected, at least at the start of the school year. So I thought it might be doable to say yes to a few more duties: first, being part of the College and Career Readiness Committee at work, second, participating in the Grading For Equity initiative in my district, and third, trying to continue freelance writing in my spare time so I can work on my professional writing skills. I was able to keep up all of the above for months, though I was starting to feel the signs of burnout developing. I was often anxious and irritable, I wasn’t sleeping well, and I felt this constant pressure to always be working. Ultimately, it was the freelance writing and COVID stress that finally tipped me over the edge.

Don’t get me wrong– I really enjoyed the freelance writing that I was doing. I was writing study guides of books for an educational company, and I felt proud of the guides I was writing. However, in order to meet the deadlines, I had to take most of the free time I had after work and use it for freelance writing. This was simply not sustainable and also meant that even when I had put my teaching work aside, I had other work weighing on my mind, preventing me from relaxing. Although I benefitted from the extra income of freelancing, I realized I needed to take a break from it.

The past month, I’ve had time to reflect on what is worth saying “yes” to and what isn’t. I justified the freelance writing to myself for months, telling myself that I was learning valuable skills from it. I wanted to keep up the freelance position for a year so I could put it on my resume, but when the Omicron wave hit and I had to use most of my preparation time at school to sub for my colleagues, I realized it just wasn’t worth it to keep burning myself out with a second job. I had to focus on my full-time job, teaching, to make sure I was doing my best to support my students. Also, since I started doing freelancing, I barely had any time for creative writing. That lack of creative time went unnoticed at first, but then it started eating away at me. Without time to create freely for myself, an overwhelming sense of dullness filled my life. The world felt colorless and my tasks became tedious because I was living to work, not working to live. I was losing my sense of purpose and feeling unsatisfied with the work I was doing.

A month ago, I paused my freelancing, hoping that all the time I was able to put into my freelance position, I would be able to devote to creative writing. However, it wasn’t that easy to transfer time from one activity to another. First of all, I needed to reclaim some of that time for myself, just to exist, without being productive at all, so I haven’t been able to write creatively every evening the same way I was plugging away at my freelance job under a deadline. Second of all, creative writing requires a greater amount of energy and headspace than writing something formulaic, and I can’t always muster that after working a full day of teaching. I’ve started to accept that I will have to find time to write here and there, schedule it into my calendar, and treat it like a second job if I want to make sure it happens, but it doesn’t always have to happen as quickly as possible. Taking a pause and moving through a project slowly also has its benefits.

It’s taking me a while to get back into my creative writing, but the last month of only focusing on my teaching job and my creative pursuits has left me feeling refreshed and energized. I was on break this past week, and it felt so good to actually be able to relax while I wasn’t teaching. I hadn’t felt that relief during Thanksgiving or Winter Break because I had freelancing deadlines hanging over me.

I recently found out that I will be receiving a fellowship for creative writing this summer, the Jack Hazard Fellowship for Creative Writers Teaching High School. I feel really honored by this opportunity because it means I will be able to focus on writing this summer instead of trying to make money from a second job. I also feel excited to have my creative writing taken seriously. I am going to be paid for it, so I will treat it like a job: I will create a schedule for my writing time this summer, create deadlines, and hold myself accountable for writing a certain amount each day.

In the two and half years I’ve been trying to pursue creative writing while working as a public school teacher, I’ve learned that it’s hard to not put professional opportunities first all the time, whether it’s opportunities to be a leader at your school or freelance writing gigs. Since I don’t make as much as a teacher as I would in another profession with my level of education, it’s tempting to always pursue extra income whenever possible. We live in a hustle culture that convinces us that working more and being more productive is always better. But it’s not better if it means you can’t have time to do the things that are important to you. I’m lucky to make enough as a teacher that I don’t actually need a second job; however, not all teachers have that luxury. I’m in a position right now financially that I can say “no” to things and give myself permission to have time for myself and my passions in my free time. I hope I can maintain that balance for years to come, although I know it won’t be easy. Finding balance between teaching and creative pursuits require you to contantly reflect on how you are using your time and find ways to carve out the space you need for yourself.

When I first started out teaching, I heard from veteran teachers that as I got more experience, the demanding hours of teaching would lessen as I was able to re-teach materials I already created or find more efficient ways of working. While I have found this to be true, I don’t think I’ll ever fully find that holy grail of work-life balance because there are always forces constantly tugging on me to do more at my job; meanwhile, I never am completely satisfied with the free time I do have. It never feels like enough. I’ve accepted that I’ll always be caught in this constant vortex, feeling pulled between different obligations. If I have children in the future, that will be another element pulling me in yet another direction. It feels daunting but not impossible to find a way to balance my time between the things that are important to me. I just have to accept that I will have to savor the bites of time for myself here and there that I do have and make the most from them.

My Summer Adventures in Freelance Writing

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After my last Zoom call with students ended past June, I checked out more than I have any prior summer while teaching. I was so fatigued from a year and a half of teaching online during a pandemic that I decided that this summer I wasn’t going to think about teaching at all. Of course, that’s not really how it works. If you are teacher, you know that as much as you can promise yourself to not think about teaching, it will inevitably sneak into your life. However, I was able to not think about the logistical aspects of teaching for a while, which was a nice break. Instead of attending a bunch of teacher professional development workshops during the summer, as I have done in past years, I decided to work on developing my own professional skills, specifically my writing skills.

I consider myself a decent writer who can adapt my writing to many different purposes and audiences. I write creatively to satisfy my own desire for storytelling and craft, I blog to share my experiences or to participate in the online literary community, and I journal for myself. The role of teacher, especially English teacher, also involves a fair amount of writing— lesson plans, lesson materials, emails to parents, emails to colleagues, etc. But I didn’t actively pursue much paid professional writing before this summer. If I got paid for a funny satirical article or a short story here or there, I was pleased that someone liked my work enough to pay me for it. However, this summer I realized that I have the skills needed to make some money on the side writing professionally.

First, I took a class on Coursera called The Strategy of Content Marketing, since as a UC Davis alum, it was free. While taking that course, I realized that a lot of what I know about teaching academic writing also applies to professional writing. You’re trying to hook an audience for a specific purpose, to convince them to become your customer or to buy the product of a company you are promoting. Content marketing and copywriting employ a lot of the same techniques as classic rhetoric— convincing an audience to trust you due to your credibility, appealing to the audience’s emotions, and using logic and examples to prove your product or company is valuable (in other words, ethos, pathos, and logos). I realized that whether or not I ended up writing content marketing articles for a client, I could use what I had learned about marketing in the classroom. The high school where I teach recently formed a committee on incorporating college and career readiness skills into the classroom, so in the back of my mind while I was taking the Coursera class, I was thinking of how perfect a writing unit on marketing or advertising would be for demonstrating to my students the value of writing in the “real world.”

After I finished the Coursera class, I decided to try out my new skills by applying to freelance writing roles on Upwork, which is a platform where you can apply for all different types of freelance gigs. I soon realized that despite my previous experiences writing articles for some magazines, it was hard to stand out as a writer on that platform for general writing roles since there is so much competition. However, I noticed that there were some roles that specifically involved writing for education companies or writing educational materials. I started to apply for these positions and had some success. I also applied for some editing roles, too, because as an English teacher and as a graduate student, I’ve had a lot of experience editing other people’s writing.

Once I was able to land a few positions, I discovered that I really like writing professionally. Each gig came with its own rollercoaster of emotions, which gave me some insight into what it must be like for my students when I give them a challenging writing assignment. First, I felt elated whenever I was hired to do a particular task. Then when the client sent me the specific information on what they needed, I would start to second guess myself, feeling imposter syndrome. What if I couldn’t deliver what they wanted me to deliver? It felt scary to face the possibility of failure, even if failure only meant that I wasn’t going to be paid a relatively small amount of dollars.

I soon discovered that a lot of companies will ask for you to do a “trial” for them if you are writing content for their website so that they can see how you do with a short assignment. Then if they like your work, they will offer you chances to continue writing for them. This way, they can test out if you are a good fit for what they need, and you can also see if you like the type of writing they want you to do. I like this system because at least you get paid a little for trying out the work even if you end up not being hired for a long-term role. This also helped ease my imposter syndrome a lot since I felt less pressure if I knew it was a trial run.

I imagine that my students must also feel overwhelmed at first when they encounter a writing task that they don’t know how to do. I think I can empathize with them more now in this situation because I now know what is feels like to have anxiety when approaching a new writing task. I found that it helped to see models of what the client was looking for, such as a sample article. It also helped to break down the steps of a writing task into more manageable chunks, such as creating an outline and then filling in the outline over the course of a couple days. This sometimes meant that I spent way more time on a task than would be suggested by my hourly rate, since most of the tasks I completed this summer were fixed price projects. However, if I succeeded at doing one task, the next time it was a lot easier to do a similar task. One aspect I had not considered as much about freelancing was negotiating pay, and I am still trying to determine how much money a project needs to pay to be worth my time. Ideally, I would be able to charge a high rate for writing since I have a decent amount of experience as a writer, but in practice it seems like it’s hard to find writing roles that pay well.

Some types of professional writing and editing I tried out this summer included creating reading comprehension questions for short stories, editing transcripts of a professional development podcast and turning them into articles, editing someone’s creative writing and helping them find venues to submit their work, and writing study guide materials. I found myself drawn to jobs that involved creating or editing educational content because I have expertise in that area and because it was fun to take on a different role in education than the one I usually play.

While I don’t see myself making a living solely from writing any time soon (though who knows— maybe I could in the future), trying my hand at professional writing expanded my own understanding of what kind of writing skills are necessary in the workplace. As a writing teacher, it gave me a chance to dip my toes into the “real world” of writing and allowed me to gain experience that I can share with my students. If students ask me why they need to learn a particular writing skill, I now can answer them with confidence, explaining not just why it’s important for future academic courses but also how it could help them earn money in the future. If you teach writing but have not practiced it outside of an academic context, I highly recommend giving freelance writing a spin. It will help you see how academic writing skills can transfer to other contexts, and you will be able to prove to your students the utility of writing.

6 Tips for Submitting to Lit Mags

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Image credit: Julia Chandler/Libraries Taskforce

In 2021, I’ve had the incredible luck of being published in 5 literary magazines, with one more publication forthcoming. I’m a bit flabbergasted by this. The online literary scene abounds with rejection, and I’ve become accustomed to receiving a lot of it. This year may turn out to be a fluke for me, but even if I don’t get published again until next year, or several years from now, I’ve discovered some strategies for making the submission process more meaningful and less painful that I want to share.

Just a quick disclaimer: This post assumes that you are already familiar with the submission process to lit mags. If you are not already familiar, there are already some amazing articles that break down that process, including this one.

1. Find journals that match your writing style, but also cast a wide net. The biggest determinant of acceptances to lit journals is the taste of the editors at the journals. If your writing doesn’t match the taste of the editors, no matter how good it is, it won’t be accepted. Most lit mags also receive far more excellent submissions than it is possible to publish, so you should never take it personally if your writing is not accepted. If you tend to only submit to the literary giants and aren’t having much success, it might mean that you need to discover some lit journals that are not The New Yorker and The Paris Review.

There are thousands of literary journals out there, both print journals and online lit mags, waiting for you to discover them. You may need to explore to find ones that fit the niche that your writing falls into or find places that would be open to your writing, even if they are not an exact fit. The best way to know if a lit mag is a good fit for your writing is to read their previous issues. Most lit mags have at least some free content on their website, so even if you can’t read all of an issue, you can still get a sense of what they publish. Plus, you don’t need to read the issues from back to front. Two or three pieces in the genre that you’re submitting to can be enough to get a sense of what the magazine likes. That way, you can use your time efficiently and be able to discover a lot of potential places to submit. If you need help finding new publications to read and submit to, I have a blog with reviews of lit mags: Litbloom.com and I also keep a Twitter list of lit journals that are free to read.

This is a time-consuming process, but it can also be enjoyable. After all, if you are a creative writer, you probably love literature, and reading what your contemporaries are writing can be entertaining and inspiring. This method also tends to pay off. It certainly saves you time because there’s no point in submitting a fantasy story to a journal that says it doesn’t publish genre fiction. Most of my own recent acceptances have been to journals whose content I was already excited about even before my writing was accepted to them.

2. Write a themed piece explicitly for a particular lit mag. Many journals, even if they publish “literary” writing, whether it’s fiction, or poetry, or nonfiction, have themes for some of their issues and encourage people to submit work that fits the theme. This doesn’t always work for me since I usually write stories well in advance of seeing these themed calls, but if you’re someone who gets inspired by writing prompts, this can be the motivation you need to produce something new with a publication venue in mind. Even if your piece gets rejected from the initial lit mag, you can still submit it to other publications later.

3. Keep track of encouraging rejections. One of my editor friends who runs a literary journal has reassured me several times that receiving an email that invites me to submit again, even if it is automated, is a sign that the editors liked what they saw, and really did mean that the piece just wasn’t a good fit for the magazine. If you receive an encouraging rejection, note down where you received it from. This can be a sign that the piece that you’re submitting is good enough to be accepted somewhere else, as long as you find the right place, and you should definitely submit other work to that lit mag again. Most of my acceptances have been pieces that received enough encouraging rejections to make me feel confident that they were worthy of publication. I also keep a list of magazines that I return to again and again with submissions, hoping that at some point the piece I send them will end up being a perfect fit.

4. Don’t submit until the piece is actually ready, and don’t be afraid to revise and resubmit somewhere else. Let’s face it. It’s really hard to know when a short story or a poem or an essay is really ready to be published. Sometimes we are so eager to send out our work into the world that we can’t view it an unbiased way. Other times, we get so discouraged by rejections that we are sure that something must be wrong with our work. Having a friend or community who you can turn to exchange writing is helpful for figuring out what you need to improve upon and when a piece feels “done.” But for some of us, writing never truly feels finished. At some point, you may have to just take a leap of faith. What I’ve noticed is that for some pieces, after I receive a rejection or two (or fifteen), I realize something fundamental about it needs to be revised, and I make that change. There’s nothing wrong with doing this. You just have to keep track of where you sent which version of the publication because most lit mags won’t accept resubmitted work, even if you’ve revised it.

5. Decide when it’s worth it to pay for submissions and when it’s not. In my personal experience, I have never received an acceptance for a journal that charged a submission fee. Not once. Maybe this is just a coincidence. However, it hasn’t stopped me from submitting to places that do charge for submissions, especially if those same places offer payment for publication. If you’re someone who objects to paying for submissions on principle or you simply can’t afford to submit to several lit mags a month, then just focus your attention on places with free submissions.

If, on the other hand, you have some spare change, it might be worth it to pay some submission fees. I am lucky to be able to afford to submit to places that charge for submissions, but I’m still intentional about how much I pay to submit. I set a budget for myself of $15 maximum each month in submission fees. Most places that do charge for submissions charge between $3-$5 per submission, so this means I can usually submit to 3-5 magazines per month that charge fees, as well as an unlimited number of journals with free submissions. Some contest fees can be even higher than $15, so submitting to a contest alone could wipe out my budget for a month or two.

To be cautious with your resources, only submit to venues or contests that charge fees if you feel confident that your work is worthy of publication and that it would be a good fit for the journal. I also recommend only paying for submissions if you think it’s worth giving money to that journal even if they don’t accept your work because at least that way you don’t feel like you’re throwing money down the drain.

6. Keep a lot of irons in the fire. This may be a personal preference, but I always work on several stories or personal essays at once. I like to have some stories out for submissions while I’m writing or revising others so I don’t feel as much disappointment when the inevitable rejections roll in. Instead of feeling frustrated that I have to once again revise the piece that was rejected, I can just shrug, send out new stories, and come back to revising that story eventually. This keeps my morale high because the greatest barrier to publication is becoming discouraged. If you lose hope that you will ever be published and give up on submitting, this will guarantee that you won’t be published! It’s better to pick yourself up, appreciate yourself for your hard work despite the rejections you received, and keep trying.

I hope you found these tips useful for your own writing and publication journey. If you liked my blog post, please subscribe to my blog and check out my other website, Litbloom.com, where I review online lit mags. You can also follow me on twitter at @mollywritesalot.