Understanding Authorial Choices in Poetry

The video discusses the author's experience with writing 'The Crossover', focusing on the challenge of selecting poems to read and the creative process of choosing unique vocabulary like 'pulchritudinous'. The author shares insights into school life dynamics and the importance of context in language. Additionally, the author addresses questions about potential sequels and reveals plans for a prequel about the protagonist's father.

What is the main challenge the author faces when choosing poems to read from 'The Crossover'?

• There are too many poems to choose from.

• The poems are not interesting.

• The poems are too long.

• The poems are difficult to understand.

Why did the author look for a word other than 'pretty' or 'gorgeous'?

• To find a word that rhymes.

• To use a word that is easier to spell.

• To use a word that is more common.

• To find a word that is unique and cool.

What does the author use to find a unique word for 'pretty'?

• A dictionary

• A thesaurus

• An online search engine

• A word generator app

What activity is NOT mentioned as happening in the lunchroom?

• A chess club meeting

• A rap group performing

• Girls step team practicing

• Debates about love and basketball

What does the word 'pulchritudinous' mean?

• Being extremely athletic

• Being very intelligent

• Having a unique personality

• Having great physical beauty and appeal

What is the relationship between the narrator and the person who did the dishes?

• They are neighbors.

• They are siblings.

• They are teammates.

• They are classmates.

What does the author consider when writing a poem with a complex word?

• Using footnotes for explanations

• Writing a separate glossary

• Avoiding complex words altogether

• Including a definition in the poem

What is the author's favorite subject?

• History

• English

• Science

• Math

What do Von D and JB debate about?

• The best basketball team

• The new girl's attractiveness

• The hardest vocabulary word

• The best lunchroom activity

What does the author do to keep the story's momentum?

• Avoids using complex words

• Writes a separate glossary

• Writes a summary at the end

• Includes definitions in the poem