Unlock the secrets to writing winning query letters with best-selling author Kathryn Aalto.  Designed for aspiring writers eager to break into the competitive world of publishing, From Pitch to Publication is a comprehensive deep dive into the art and science of query letter writing—an essential bridge to publication.

All writers need to know how to craft succinct yet compelling proposals (known as ‘query letters’) to pitch story ideas to acquisitions editors at magazines and publishing houses. This course is structured to demystify the query letter writing process, providing insights into the dos and don’ts that can make all the difference. Kathryn’s approach goes beyond the technicalities, delving into the psychology of what makes a query letter stand out. Participants will learn to artfully pitch their ideas, making them irresistible to the right editors at the right publication.

Kathryn’s practical tips and insider knowledge cover everything from crafting compelling opening lines to succinctly summarizing complex narratives, empowering participants to confidently pitch their projects. In addition to the practical skills imparted, her course instills a sense of confidence in writers, empowering them to navigate the competitive publishing landscape with assurance.

With a track record of successful publications and a keen understanding of what acquisition editors are looking for, Kathryn guides students through the nuances of query letters to help them stand out in a crowded market. This course is a ticket to mastering the art of query letter writing and increasing your chances of success in the fiercely competitive world of publishing.

• 7-8:30 PM BST
• Three consecutive Thursdays 
• March 6/13/20

• £175 per person

The course begins with an exploration of the essential components of a winning query letter, breaking down the anatomy of a pitch that grabs attention from the first sentence. Through three engaging modules, Kathryn covers every aspect of query letters, from the crucial opening lines to the closing call to action. In addition to showing real-world examples and success stories from her own vault, Kathryn offers constructive critiques on finished query letters. Students can expect to gain a deep understanding of the elements that compose a winning query letter, enabling them to showcase their writing prowess effectively.

As an added bonus, the course also delves into the dos and don’ts of follow-up strategies, providing participants with a road map for navigating the post-query process. Kathryn’s perspective on what happens behind the scenes gives participants a competitive edge.

In this course, you will learn how to:

• Craft two original query letters
• Understand what to emphasise first
• Think like an acquisitions editor
• Understand publishing terminology
• Research publications to understand submission guidelines

This course is live online over Zoom.

Writing can often be a solitary pursuit, but Kathryn’s writing courses are characterised by a warm fellowship and positive accountability that keep you comfortably supported and focused on your writing goals. Each session you gather with your classmates, you will learn from and teach each other while gaining a new set of friends who share your writing aspirations and growth mindset.

Kathryn Aalto is a passionate practitioner and teacher of narrative nonfiction.  For more than twenty-five years, she has taught writing and literature courses at colleges and universities including Western Washington University, Everett Community College, and Plymouth University and guest lectured at Cambridge University, Vanderbilt University, Cornell University, and more. She has a global mentoring practice and leads in-person retreats as well as creative nonfiction writing courses online and in person at workshops and retreats in the United States and United Kingdom. She was a judge for 2022 Nature Chronicles Prize, an international bi-annual award for nature writing in the English language.

Her teaching philosophy is focused on encouraging a uniquely personal exploration of narrative nonfiction. At its core, she believes teaching is about responding to each student, whether they are an emerging writer or writing beyond the level of content mastery. She cultivates a mindful and supportive learning environment that fosters personal expression, critical thinking, and individual artistic growth in the literary arts.

“My teaching philosophy is rooted in the belief that education is a collaborative and transformative journey, one that empowers students to explore their creative potential, embrace their unique voices, and engage deeply with the world around them. I am committed to creating a learning environment that is inclusive, supportive, and intellectually stimulating, where students feel encouraged to take risks, ask questions, and challenge themselves.” — Kathryn Aalto

Philosophy

1. Fostering Creative Exploration

I believe that creativity flourishes when students are given the freedom to explore ideas, experiment with language, and push the boundaries of conventional thinking. My role as an educator is to provide the tools, guidance, and encouragement that allow students to embark on this journey of exploration. I strive to create lectures, discussions, and assignments that inspire curiosity and invite students to engage with material in ways that are personally meaningful and artistically daring.

2. Encouraging Critical Thinking and Reflection

I view literature and writing as powerful tools for understanding the human experience, and I encourage my students to engage critically with texts and their own work. By fostering an environment of thoughtful discussion and reflection, I aim to help students develop their analytical skills, deepen their understanding of complex themes, and articulate their ideas with clarity and conviction. I emphasise the importance of considering diverse perspectives and encourage students to question assumptions and explore the ethical dimensions of their writing.

3. Building a Supportive Learning Community

I am deeply committed to cultivating a classroom environment where all students feel respected, valued, and heard. I believe that learning is most effective when it occurs in a community where individuals support and learn from one another. To this end, I prioritise creating a space where students can share their work, offer constructive feedback, and engage in meaningful dialogue. I also recognise the importance of addressing each student’s unique needs and learning styles, and I strive to be responsive and adaptable in my teaching approach.

Strongly influenced by the Harkness method founded at the Phillips Exeter Academy in New Hampshire where my three children graduated, I actively cultivate a learning space that emphasises the art of conversation with active listening, collaboration, and respect.

4. Empowering Student Voices

One of my primary goals as an educator is to empower emerging writers to find and refine their own voices. I encourage them to write with authenticity and confidence, whether they are crafting a new personal narrative as a long-time academic or exploring creative nonfiction from another genre. I believe that every student has a story worth telling, and I aim to help them discover the best ways to tell it. This involves not only developing their technical skills but also helping them overcome any inhibitions or self-doubt that may hinder their creative expression.

5. Lifelong Learning and Growth

I view teaching as a reciprocal process of learning and growth. Just as I seek to inspire my students, I am continually inspired by their insights, creativity, and courage. I am committed to my own professional development as a member of ASLE (Association for the Study of Literature and Environment) and AWP (Association of Writers and Writing Programs), which helps me stay engaged with current trends and debates in literature, writing, and pedagogy. By modelling a passion for learning and a commitment to intellectual curiosity, I hope to instil in my students a lifelong love of learning and a desire to continue honing their craft long after they leave my classroom.

Results

My teaching philosophy is centered on the idea that education is a dynamic and collaborative process. By fostering creativity, critical thinking, and community, I aim to empower my students to become confident, thoughtful, and innovative writers who are prepared to differently engage with the world in reflective and meaningful ways.

After acquiring key skills in narrative nonfiction, I encourage people to apply for awards, submit to publications, and continue keeping personal writing journals. My pro-active stance helps emerging writers find validation of their insights and writing skills outside our nurturing communities.

My students have won numerous awards including the 2022 £10,000 Nature Chronicles Prize with two long-listed for the same 2024 prize. A student won the 2022 Bradt New Travel Writer of the Year and many have been short-listed for literary awards including the Fish Memoir Prize. My students have been published by general and university presses, book trusts, popular magazines, and literary journals.

However, publication and awards are only one measure of success. Learning to embrace the writing process as just one part of leading a contemplative life cannot be measured nor externally validated. There is different and great fulfilment in both.

“I have been making my living with journalistic texts for four years now. Tied to my desk due to the pandemic I decided it was time to take my writing to another level and enrolled in The Art of Narrative Nonfiction. Being skeptical of virtual courses at first, I was immediately drawn into the group by her professional and yet entertaining moderation of the weekly online gatherings. With an attractive mix of lecture, discussion, workshop and personal tutoring she enabled us to not only profit from her vast experience as a writer but also to open up our pieces to our peers from various cultural backgrounds. I’ll definitely be back for more.” — Johannes, Cologne, Germany

“Margaret Atwood said ‘If you really want to write, and you’re struggling to get started, you’re afraid of something.’ Kathryn fixes those nagging fears by showing writers what we have that is already good, and what we can do better tomorrow. It’s win-win, and she remakes a traditional “class” into such an enjoyable, productive journey. I’ve also been lucky enough to experience the awe-inspiring surroundings and warm community that form the bedrock of the Rural Writing Institute. It’s not often that you can genuinely say that one long weekend shifted the way you look at the world, but the effects are still with me in my reading and writing years later.” — Caroline, Aberdeen, Scotland