For Writers

Where the Story Is …

“Geography of Nowhere” – the session at the Association of Writing Programs (AWP) conference on April 11, 2015, caught my interest before I noticed the powerhouse lineup of authors presenting (Kirstin Cronn-Mills, Nikki Loftin, Janet Fox, and Geoff Herbach). The topic of setting as character is one a writing pal and I have recently been discussing (read: obsessing over). How do some writers create a sense of place that roots the story and gives the characters context? On the flip side, how can we avoid the excessive description that I keep encountering in books I’m reading (and abandoning) recently?

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Details in “The Sinister Sweetness of Splendid Academy” by Nikki Loftin bring each corner and shadow to life. Setting is a sinister character.

I walked into the session just as Kirstin Cronn-Mills talked about the setting of one of her YA books (The Sky Always Hears Me and the Hills Don’t Mind) as “fifty miles from the closest Target.” Brilliant! With six words she immediately conjures the expansiveness and confines of the character’s hometown.

Each of the panelists talked about sensory details, like how the sound of wind changes at the top of a hill. And in some locations, you can’t overlook the weather. In Texas in August, Nikki Loftin said, the weather is a character; it’s there in the dust and the sweat and the sheer oppressiveness of heat.

“Choose details that will reflect an aspect or emotion of the main character,” Janet Fox advised. In Nightingale’s Nest, Loftin created a bargain store — the kind that exist in towns too small to attract big-name big-box stores — called Emperor’s Emporium. She needed the specificity of this store to show the longing of her main character, John, whose family’s poverty is a level below the people who shop there

What about the settings that seem so mundane and repetitive to many of us? The suburbs or the residential housing along interstate corridors? Cronn-Mills sees these as “a blank canvas that you can embroider;” authors can create quirky places where kids want to go.

My notes from this conference session are full of arrows and underlines, along with my own characters’ names and details of their surroundings. In the midst of revising a manuscript, the nuggets I gained from this session are helping me cut and clarify. And that is a glorious thing.

This was my second year attending the AWP conference, and I again was overwhelmed by how helpful, instructive, and motivating these sessions can be. There were 13,000 writers in Minneapolis for the 2015 AWP gathering, and hundreds of sessions on the craft of writing. This is a hard-working and hard-writing group, and workshops were every hour, right through lunch and dinner, and beyond. The focus of the conference isn’t on writing for children — there were only a handful that specifically called out middle-grade — but every presentation I attended had a valuable take away. I want to be a better writer, and this focus on words — rather than marketing and selling — was pretty spectacular.

 

Paper Things: An Interview with Jennifer Jacobson

The Mixed Up Files is thrilled to welcome Jennifer Jacobson to the blog today!

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Jennifer Richard Jacobson is a writer, teacher, educational consultant, and speaker. She writes in many genres, from children’s fiction to adult nonfiction. Among her books for younger readers are the Andy Shane early chapter books, illustrated by Abby Carter, the middle grade novels Small as an Elephant and Paper Things, and the young adult novels Stained and The Complete History of Why I Hate Her.  Her book: No More “I’m Done!”: Fostering Independence in the Primary Grades has proved to be a writer’s workshop resource for teachers of all grades.

And now for our interview. Great to have you, Jennifer!

Mixed Up Files: Addressing homelessness, especially homelessness of young people, is a pretty tough subject. When did you first realize you wanted to write a story like Paper Things?

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Jennifer Jacobson: Thank you so much for this opportunity to reflect on my work! When beginning a book, I never begin with an issue or even a theme.  Instead, I begin with characters.  I first imagined a girl who creates families from catalog cutouts (just as I did as a girl). As I was imagining her life, I was hearing a lot about kids who age out of foster care without the support they need to make it in the adult world. I decided to give Ari an older brother — one who comes of age, decides to leave this guardian’s home, and takes his little sister with him.

MUF: Paper Things isn’t your first book dealing with difficult subjects, and you write for older readers, too. Do you approach the writing of your work for Middle Grade readers differently, especially when dealing with sensitive subject matter?

J. J.: Both my middle grades, Small as an Elephant and Paper Things, are written in first person.  This means, of course, that the stories are told from the perspective of a preteen. Jack doesn’t attach a label to his mom. He describes his mom’s mental illness as her “spinning times.”  Although Ari has been couch surfing for weeks, it isn’t until the end of her experience that she realizes she’s counted amongst the homeless. It’s not only a gentler approach, but also a more authentic approach.

MUF: Your work is so broad-ranging, from easy chapters to Middle Grade and Young Adult fiction to resources for classroom teachers. Do you have a favorite age group to write for?

J. J.: I do believe middle grade is my sweet spot, but I hate the thought of limiting myself to one genre. I’m deep in the process of writing a new middle grade and yet I recently woke in the middle of the night with a picture book idea.

MUF: Our school library has some books from the Andy Shane series in it. While this is an early chapters series, the characters grow and change just the same. What are the differences between writing a series where you revisit characters in each book, and writing a single story in which the characters must be fully realized by the end?

J. J.: In the Andy Shane series, Andy and Dolores do grow in that they accept each other’s differences (one is reticent the other overbearing), but it’s a lesson that’s learned over and over again.  In a middle grade novel, the protagonist faces a challenge that changes his or her worldview. In Small as an Elephant, Jack learns that he’s not alone, that he’s part of a community.  In Paper Things, Ari comes to take the reins, to make her own choices for her future.

MUF: In doing the research for this interview, it was great finding out something about your road to writing, and how it was your students who helped you become a better writer. What’s your advice for others of any age who want to make writing a part of their lives?

J. J.: I do believe that learning to write is a process similar to learning to play a sport or a musical instrument.  All require frequent practice, immediate feedback, models to learn from, a willingness to take risks . . . and yes, acceptance of occasional failure.

MUF: Before we go, can you recommend any of your own favorite reads for our Middle Grade readers?

J. J.: My current favorites: The Meaning of Maggie by Megan Jean Sovern, Anna was Here by Jane Kurtz and Revolution by Deborah Wiles.

Again, thank you for these wonderful questions! I’m honored to be interviewed for The Mixed Up Files!

MUF: Thanks to you, Jennifer, for taking the time to share your insight with our readers. 

Keep Em’ Wowed When You Read Aloud

I blame it on Mrs. Clarke. My fifth grade teacher opened new worlds to us-turning our room into a functioning trading post, taking us to see a traveling Broadway show, reading HARRIET THE SPY aloud with such zest that I may have filched the classroom copy to read it again over the summer. Sorry, Mrs. Clarke!

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It was the first of those three that made me long to teach, the second that spurred my theatrical dreams, and the last that inspired me not only to want to read, but to be a writer of books that could grip kids the way Harriet had gripped me.

I was already an avid reader. It was the way Mrs. Clarke read aloud that really connected me to that book and the power of good writing. I’ll never forget when my teacher shouted “FINKS!” a la Harriet with such passion. It was as if the middle-aged woman who taught us dry subjects like math and spelling had been transformed into a conflicted girl who was neglected by her parents and misunderstood by her friends. I was addicted.

“The reading” is one of my favorite parts of school visits and book signings. It doesn’t matter how self-conscious I feel standing up in front of a crowd, the second I start to read and become the characters on the page, all of that lifts. I happily make a fool out of myself, morphing into a lisping, retainer-wearing bully or an evil genius toddler for the reward of giggles or hearing a student cry, “Don’t stop!” when I close the book.

Whether you’re a parent, teacher, librarian, or an author, employing some of these simple techniques can enhance the read aloud experience for you and your listeners.

When Possible, Practice Aloud Ahead of Time This is the single most helpful thing you can do to improve your reading. While not always practical for teachers or parents reading aloud a chapter a day, even having read the material once will improve your chances of not tripping over difficult phrases and knowing where to pause and change voices. Before I have a school visit, I always rehearse the material several times, highlighting pauses and character changes. I forgot my reading glasses at my first book’s launch, and having rehearsed so much saved me some serious embarrassment!

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“Reading” during my first book’s launch at Watermark Books.

 

Ba-Dum-Ching! Build tension by pausing at ellipses and speeding up during action scenes. When reading funny material, comedic timing is essential. If you’re not certain how comedic rhythm works, study funny plays and listen for those moments when the actors pause and how they deliver punch lines. I use dramatic pauses and ba-dum-ching! moments to give the audience a significant glance, drawing them into the moment.

Eye Contact Speaking of significant glances: use your finger to keep your place in the text so you can look at your listeners occasionally. It will do wonders to keep them engaged. Here practicing ahead is especially helpful.

Animate Your Body and Face A gesture now and then keeps things exciting for your audience. When I’m reading from my TODD books, I like to wave around a “dirty” sock when I’m doing those portions. If I’m especially familiar with a passage I will walk back and forth, depending on the crowd size and location (I’ve been known to nearly fall off of stages-so use caution.)

I try to animate my face when I read, within reason. There’s no need to channel Jim Carrey, but do try to be entertaining if the text calls for it.

Be Heard If your voice is naturally soft, use a microphone in larger settings or practice projecting by breathing from your diaphragm muscle rather than just your chest. Pop your consonants and don’t drop the end of your sentences, letting them trail off.

Put Your Heart Into It Even if you’re reading a passage that is more contemplative and doesn’t require as much animation, be sensitive to the nuances of the prose and dialogue. There are times when “less is more” while reading aloud, and being subtle is the best method. But whatever you’re reading, your listeners will know right away whether or not you’re wholly invested in the material. If you are, be prepared to be begged for more!

Can you think of any techniques I might have left out? What are your favorite books to read aloud? Any childhood memories of being read to that impacted your love of literature?

LouGbiopicLouise Galveston is the author of BY THE GRACE OF TODD and the newly released IN TODD WE TRUST, both from Penguin/Razorbill. She directs children’s and community theater and tweets @LouiseGalveston. Find out more about Louise and her work at www.bythegraceoftodd.com.