Guest Author Frank Nappi

I will admit I am not a big sports fan but have been surrounded by die hard sports fans with my husband and 2 sons.  Before becoming empty nesters, our house saw many get togethers with my sons’ friends to watch games on TV.  And having 2 sons with different “favorite” teams, it was also quite a loud house lol.  So when Nicole from Tribute Books emailed me, how could I say NO, my sons would never forgive me.  I ask that you  help me give Mr. Frank Nappi are warm welcome to our group!


Frank Nappi has taught high school English and Creative Writing for over twenty years. His debut novel, “Echoes From The Infantry,” received national attention, including MWSA’s silver medal for outstanding fiction for 2006. His follow-up novel, “The Legend of Mickey Tussler,” garnered rave reviews as well, including a screenplay adaptation (“A Mile in His Shoes”) of the touching story which aired nationwide in September of 2011 and was released on DVD in January of 2012. Frank continues to produce quality work, including “The Legend of Mickey Tussler: Sophomore Campaign,” the intriguing sequel to the much heralded original story, and he is presently at work on a third installment of the unique series, as well as his first mystery /thriller entitled “Nobody Has To Know.” Frank lives on Long Island with his wife Julia and their two sons, Nicholas and Anthony and continues to support organizations such as Autism Speaks, Best Buddies, and Challenger Baseball.
Visit Mr. Nappi at his website, Facebook, Twitter and GoodReads.


                                                  Teaching on a Tight-Rope

Teaching my novel to my own students is an experience I shall never forget – thrilling yes, but only in a manner tantamount to a dream where I am walking a tight-rope stretched precariously across a ravine filled with rapacious creatures, all without the comfort of a safety net. Or perhaps clothing. Or both.


Not too long ago, both the English Director and the Superintendent of the school district where I teach English and Creative Writing recognized the value of my students reading my novel, The Legend of Mickey Tussler, in class. All of us acknowledged the unique nature of such an endeavor and proceeded with alacrity. “Your students will benefit from ‘asking the author’ about the creation of plot, characters, writer’s craft, etc.” my supervisor said. “And be given immediate, first-hand feedback. It is priceless.” The superintendent was equally ebullient. “Frank, this is a wonderful opportunity for both you and your students,” he gushed. “They get the privilege of hearing you speak about the creation of the story they are reading and analyzing it and you will be able to ascertain valuable insights into my own story as seen through the eyes of some hesitant yet inquisitive minds in return.” Hearing their spirited sentiments buoyed my own zeal. Yes, this would be a blast – an extreme alteration of the traditional classroom milieu – the pinnacle of an English teacher’s customary practice. What could possibly be more fulfilling?

Cue the tight-rope.

The first wave of trepidation came by way of a diffident, slight girl who occupied the very first seat in front of me.

“But what if we don’t like the book,” she asked in tremulous tones. “We don’t want to insult you Mr. Nappi with what we say?” I was able to ameliorate her concerns easily enough. I simply explained that we would spend some time analyzing my book in class, similar to the way we had done Huckleberry FinnEthan Frome, and The Great Gatsby. In an attempt to further assuage her angst, I shared that I had spoken to students from other school districts who read the book and although much of what we talked about was of the critical variety, I was still emotionally in tact and no students who voiced displeasure of any kind suffered any form of malediction. She was satisfied, but I was unmoored; the report of the shot she had fired resonated in my ears like the clashing of cymbals. What if they really don’t like it? I thought. Then what? My apprehension burgeoned exponentially and I felt the need to flee but alas, it was too late; I was in too far.

The rope was already stretched, and I had taken those first few steps. I could not bear to look down.

So I inched along warily with both arms stretched out and discovered, much to my delight, that the experience was indeed everything that those who had conceived the idea said it would be. There were some dissenters of course, those who invoked the teenage mantra of “why do we have to read anyway?” and a handful of others politely suggested that I failed to capture their interest. Truth be told, it hurt a little. Most of my students, however, were thoroughly engaged and genuinely intrigued by the process by which an idea becomes a novel. They asked provocative questions and offered insightful comments about the characters and the thematic issues explored in the novel. It was beautiful; these young readers were provided with a window into the world of the creative arts and they peered in, learning many of the intricacies germane to creative writing. And if that were not enough, teaching what I had written years before made me fall in love all over again with my characters and the circumstances in which I placed them.

I was halfway across the ravine with nary a wiggle….but then the rope began to sway.

One of my students suggested that they write reviews of the book for me as a culminating activity. These reviews ranged from high praise to tepid interest to outright disdain. Again, the more pejorative ones stung a bit, but I was grateful nevertheless for their candor, insight and observations.

I was struggling a bit now but still had my footing.

It was only after some of my students had posted their reviews on sites like Amazon and Goodreads, that I felt my knees begin to slacken and my feet give way. The less favorable assessments stung more in print and I learned that someone with ill intent suggested that I was “compensating” students for positive reviews, even though those posted represented a fairly mixed lot. I found myself under siege, my character and integrity impugned unjustifiably. I also found myself questioning my decision making abilities; why did I agree to let my students read my book in class? It exposed me in ways that no teacher should ever be.

I made it to the other side of the ravine, but I was hanging by my hands.

Some weeks later, I received several emails from both students and parents, thanking me for being “brave” enough to teach my novel. Suddenly I felt better. Maybe I could do it again, I mused, with another one of my novels. Not a bad idea I suppose, except for the nature of my latest – a mystery/thriller called Nobody Has To Know, the dark and somewhat daring story of Cameron Baldridge, a popular high school teacher whose relationship with one of his students leads him down an unfortunate and self-destructive path.

Hmmm. I may have to pass this time. That’s one tight-rope that could easily become a noose.


The Legend of Mickey Tussler Book Summary:
In the late 1940s, the minor league Milwaukee Brewers are foundering yet again and manager Arthur Murphy is desperate. When he sees seventeen-year old Mickey Tussler throwing apples into a barrel, he knows he has found the next pitching phenom. But not everyone is so hopeful. Mickey’s autism—a disorder still not truly understood even today—has alienated the boy from the world, and he is berated by other players and fans. Mickey faces immense trials in the harsh and competitive world of baseball while coping with the challenges inherent to his disorder. An honest and knowledgeable book about overcoming adversity, and the basis for the television movie A Mile in His Shoes, Mickey’s powerful story shows that with support and determination anyone can be triumphant, even when the odds are stacked against him.
Purchase links:   Amazon   PB   Digital        B&N    PB    Digital     IndieBound

Book Details:
Prices/Formats: $12.95 paperback, $12.95 ebook
Pages: 304
ISBN: 9781616086589
Publisher: Sky Pony Press
Release: April 1, 2012



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