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In Writing About Characters, Are We Neglecting Relationships?

I’ve been thinking lately about how much craft and practice I’ve devoted to characters—their traits, their goals, and their development arcs—compared with how little I’ve ever pre-planned the relationships that tie these characters together. In my experience, fictional relationships seem always to arise organically from a given configuration of characters, setting, and plot, although there’s no reason to expect that this would always have to be the case.

What would happen, I’ve been wondering, if I created a set of relationships first and built the characters afterward? Could I plan a series of relationship arcs first and most importantly, and then build a plot to bring those relationships about? What would such a story look like if I set aside my character profiles and worked instead from a set of relationship profiles?

One result would be that things get complicated quickly. You can see why by drawing character dots and relationship lines to connect them. Two dots can be connected with one line, representing two people connected by a single relationship. But three lines are required to connect three dots, six lines to connect four dots, and ten lines to connect five dots. A story with even just a dozen characters would contain over sixty relationships among them!

Now, consider that each of these relationships is an entity that evolves and changes over time, and plays off of other relationships in the same way that characters play off of other characters. Friendships are strained. Romances blossom. Family dynamics turn this way and that. And each character is defined by multiple roles in an interactive social web that’s larger than the sum of its parts.

If that’s not enough to make your head spin, think of the null relationships, representing strangers. Every pair of characters who pass on the street will have second- or third-level social connections in common. A character on the bus is connected in some way or another with each of other passengers without even knowing it. But once we’ve mapped those connections, we can develop the scene in a more realistic manner.

Relationships exist at a higher level of abstraction. But I suspect that if a writer were able to work effectively at that level, the payoff would be a more emotionally satisfying story. Some authors may already do that, at least subconsciously. But if this were common practice, writing manuals, workshops, and teachers would focus more heavily on relationships rather than just on characters.

Or maybe a relationship-based story would be unwritable or, worse, unreadable. Maybe the better solution is a hybrid approach that sees in each character the effect of numerous relationships, and develops the more important relationships as characters in their own right, born in a first meeting, growing and maturing over time, and possibly dying through neglect or trauma.

If you write, do you focus primarily on characters or on relationships? If you teach writing, do you encourage your students to develop the relationships between their characters? Let me know in the comments!

Diverse MG Lit #4 American Indian Books

November is traditionally the month of focus on American Indian history, and fortunately there is much to celebrate this year. It was my very great pleasure to hear many Indigenous authors and poets reading and discussing their work at the Portland Book Festival. One among them was Tommy Orange the author of the National Book Award nominee THERE, THERE. It’s not a book designed for the MG audience but it is within reach of strong readers who are looking for hard-hitting contemporary realism. I think many seventh and eighth grade readers would find much to love. It is the intertwined story of twelve people on their way to a powwow in Oakland and offers plenty of ideas for the thoughtful reader to absorb and discuss.
It was also my great pleasure to hear a reading and discussion of their poetry from Trevino Brings Plenty, Laura Da’, and Layli Long Soldier. They are all three contributors to the anthology NEW POETS OF NATIVE NATIONS edited by Heid Erdrich. This is also a book published for the adult market. But of all adult writing I think poetry can be the most accessible to younger readers. Here is a snippet of example from a poem called Passive Voice by Laura Da’ a middle school teacher and Eastern Shawnee.

Passive Voice

Laura Da’

I use a trick to teach students
how to avoid passive voice.
Circle the verbs.
Imagine inserting “by zombies”
after each one.
Have the words been claimed
by the flesh-hungry undead?
if so, passive voice
This poem goes on and becomes even more searing and evocative with each line, talking about how the crimes of the past against indigenous people are usually reported in the passive voice. Now there’s a conversation I’d love to have in the classroom. I am beyond excited to read all the poems in this anthology and to follow the literary careers launched there.
On the more traditional side of MG publishing Joseph Bruchac has a new novel TWO ROADS. Much has been written about the abuses of the Indian Boarding Schools and it’s easy, if you don’t live in the west, to think that Indian boarding schools are a thing of the past. Although most of them closed 80 to 100 years ago, some operated much longer and under slightly reformed conditions. Bruchac’s story takes place in 1932 and is about a Creek Indian boy, Cal Black, and his father a WWI veteran who live a transient life. When the father decides to join a protest with other veterans in Washington to demand their wartime bonuses, he decides to leave his son at the Challagi Indian School in Oklahoma. The most brutal practices of the Indian schools are past at the time of this story, still there is much hardship to endure. Even so Cal learns about his own culture and gains the strength of knowing other young men of his tribe.  This resonates with the stories I have heard from elders who attended Indian schools in the 1930s and 40s. They found much hardship there, but they also found their voice as Native people and a community that would go on to become part of many of the movements, AIM and others, that lead to the recent pipeline protests. Two Roads is an important book and one that I hope will be widely read.
Also on the topic of Indian schools but originating in Canada is SPEAKING OUR TRUTH: A Journey of Reconciliation by Monique Gray Smith. It is a larger format, photo illustrated work of non-fiction about the journey of reconciliation addressing Canada’s past, present and future relationship with its First Nations People. Monique Gray Smith asks her readers to leave behind these attitudes
  • I’ve heard this all before
  • Reconciliation doesn’t involve me or my friends or my family
  • History isn’t important
  • I, as one person, can’t make a difference
She organizes her book according to Seven Sacred Teachings: Honesty, Respect, Love, Courage, Truth, Humility, and Wisdom. The book is packed with information. It’s a book to read slowly. Every few pages there is a spot illustration of a drum and an invitation to reflect. Definitions are placed on the page where the words first occur in addition to a glossary in the back. I thought the book would make me feel sad and ashamed but because so much of it is focused on things everyone can do now to make it better I felt much hope by the end. This book is rooted in Canadian history but the issues are so similar to American ones that I think you could use it in the US. But I’d love to see and American version of this concept too.
And finally I want to call attention to a group of picture book legends. Many teachers are looking for authentic indigenous legends to use in the curriculum and want to make sure they are using books of the best quality. I think when it comes to traditional tales, the way to get the authentic versions we are looking for is to have the tribes publish themselves. The Sealaska Heritage Institute does just this. Their award winning books are produced from start to finish by professional indigenous storytellers, world-class indigenous artists and indigenous publishers. They have an imprint called Baby Raven Reads which focuses on stories from the Tlingit, Tsimshian, and Haida traditions. There are many beautiful books in this imprint. I’m going to highlight Shanyaak’utlaax—Salmon Boy edited by Johnny Marks, Hans Chester, David Katzeek, Nora Dauenhauer and Richard Dauenhauer and illustrated by Michaela Goade. It is the Tlingit story of a boy who disrespects the salmon his mother gives him and is swept away into the ocean to meet the Salmon People. It is written in Lingít and English with a Lingít audio available on line. Michaela Goade is a Tlingit Raven from the Kiks.ádi clan of Sitka, Alaska. These books are not available through the normal channels but don’t be discouraged you can get them through Taku Graphics in Juneau, AK. Email Katrina Woolford at orders@takugraphics.com for more information. Learn more about Baby Raven Reads at www.sealaskaheritage.org.
If you have a favorite book with Native American characters, please share it in the comments.

STEM Tuesday CoSTEM Contest Winners!!

 

CONGRATULATIONS  to the WINNERS of the First Annual  STEMTuesday COSTEM Contest!

As you will recall, each participant was asked to dress up like their favorite STEM book. We had many awesome entries. It was a tough decision, but the STEMTuesday Team decided on the following:

 

First Place–  Lindsay D.     

Her 8-year-old son made this costume of the Alvin with mostly recycled parts 

He was inspired by Michelle Cusolito’s Flying Deep book (Charlesbridge Publishing) 

                 

 

2nd Place–  Cate, Cecilia and Vicky  4th graders at Rockenbaugh Elementary

The girls are part of Girl Scout Troop #4039, and they completed the Junior Badge “Balloon Car Design Challenge” in conjunction with their entry. They were inspired by Air Power – Rocket Science Made Simple by Pat Murphy and the Scientists of Klutz labs

       

 

 

3rd Place — Sarah Q. 

Her two children dressed up as a storm — lightning and rain

They were inspired by  Everything Weather by Kathy Furgang (National Geographic Kids)

 

               

 

What STEM-TASTIC Costumes! Well done, participants.  See, STEM books aren’t just for reading… they also ENGAGE. EXCITE and INSPIRE.

We had such fun with this contest!  So get those costumes and STEM Books ready, because the CoSTEM contest will return next year.

 

 

THANKS FOR Celebrating our First Year of STEMTuesday with us!

Cheers

The STEMTuesday Team