Writing

What Hamilton Taught Me About Story

Hamilton is the biggest musical phenomenon of our generation. With multiple Tony awards, a Pulitzer, and tickets more coveted than the World Series or Super Bowl, Hamilton has captured America’s collective imagination.

There have been great posts about how Hamilton demonstrates innovative storytelling, the line-level genius of Hamilton’s opening lines. and what you can learn about story selling from Hamilton’s talented creator, Lin-Manuel Miranda. Today, I’m going to look at what we can learn about writing a compelling middle-grade story by listening* to Hamilton.

Rhythm & Rhyme

I could write a treatise on the beauty of Miranda’s use of syncopation, internal rhyme, and slant rhyme to create two plus hours of songs that get stuck in my head like no other ear worm I’ve ever heard. But suffice it to say that if you can write phrases and dialogue that use rhythm the way Hamilton does, you’ll have a story that librarians, teachers, and parents will love to read aloud and kids will love to hear.

Repetition Builds Character

One of my favorite techniques from Hamilton is the use of repeated musical and lyrical phrases to build character and theme. In a musical, as in a middle-grade novel, there is not endless time to describe characters in great detail because it would be boring. To keep readers/viewers engaged, you have to build character through action. And Miranda is masterful at that:

Talk Less, Smile More – This advice comes from Aaron Burr just after we learn that he is the one who shoots our hero, Alexander Hamilton. The tension between Burr as the enemy and Burr as the friend continues throughout the story. Hamilton eventually turns this advice (talk less, smile more, don’t let them know what you’re against of what you’re for) into evidence that Burr is more focused on self-interest than justice (if you stand for nothing, Burr, what will you fall for?) and ultimately decides to endorse Thomas Jefferson for president, a choice that leads to the duel that killed him. Miranda goes one step farther, showing us that, at the end, Burr realizes that his legacy will be forever tainted because he killed an American hero to protect his own pride: He may have been the first one to die, but I’m the one who paid for it. I survived but I paid for it. Now I’m the villain in your history. I was too young and blind to see. I should have known the world was wide enough for both Hamilton and me.”

Bonus Point: Burr is a fabulous example of a complex antagonist. If you can create a villain that readers feel sympathy for by the end of the book, you’ve done your job well.

The Schuyler Sisters – Angelica Schuyler is my favorite character because of her complexity, but also for this line:

Listen to my declaration. We hold these truths to be self evident that all men are created equal. And when I meet Thomas Jefferson, I’m gonna compel him to include women in the sequel.

But she’s also a great example of how Miranda used repetition to build character. She loves Alexander from the moment she meets him,  yet gives him up out of loyalty to her sister Eliza. But even when he marries Eliza you know the sisters come as a package deal and that Angelica will continue to be a part of the story (I know my sister like I know my own mind…). And that makes her return in The Reynolds Pamphlet after Alexander’s affair comes to light even more poignant. “I came as soon as I heard…I’m not here for you…I know my sister like I know my own mind…I love my sister more than anything in this life. I will choose her happiness over mine every time.”

Why do you write like you’re running out of time – Eventually we realize Hamilton does this because he IS running out of time.

Bonus Point: Like a sympathetic antagonist, a complex and flawed protagonist makes really compelling fiction. My daughter was horrified to learn that Hamilton cheated on his wife because she loved him so much as a character that she couldn’t believe he’d do something so awful. And yet, she & I both still cry every time he dies.

Although we don’t have a full orchestra behind us when we write, we do have a lot of instruments in our ensemble that can be repeated to build character and theme: Imagery (especially when it is repeated to create a motif), gestures and phrases associated with a specific character, and rhythm that conveys the tone and emotions of a scene.

Foreshadowing

In some ways, the repetition itself is foreshadowing. We know from the first song that Hamilton is going to be shot by the end of the story. We don’t find out how until the second-to-last song. And yet, there are hints throughout. He writes “like he’s running out of time,” “fools who run their mouths off wind up dead,” “you have no control of who lives, who dies, who tells your story.” And it can’t really be an accident that the first duel (Ten Duel Commandments) comes right after Eliza begs Hamilton to “Stay Alive,” foreshadowing both their son’s death in a duel and Alexander’s own death, as promised in the very first song, at the hands of his one-time friend, Aaron Burr. Genius!

Am I the only one who is mining Hamilton for writing tips? What  did you learn from listening? Leave a comment below!

* Yes, it’s true, I have not actually seen Hamilton, only listened, as I live in the Seattle area, far from such an option. But I have hope that I will see it someday soon!

How Do Writers Get Ideas?

question-mark Every time I do an author visit, I get asked this question, and I always stumble as I try to answer it. Most writers I know dread this question. How do we explain what happens in our brains? How do we describe the way everything we see, read, hear, and do generates story ideas?

Interesting ideas are all around us and seem to hop into our heads all day long. As John Steinbeck said, “Ideas are like rabbits. You get a couple and learn how to handle them and pretty soon you have a dozen.” Maybe the key is not how we get ideas, but what we do with them. Perhaps taking a peek into an author’s brain might clarify this process.

Say we walk into the grocery store and see a scruffy-looking girl with a backpack struggling to reach for a box of cereal. Nonwriters might think, “Poor girl, she looks a mess. I’m surprised her parents let her out of the house looking like that.” Or maybe, “I wonder where her parents are.” Some might judge her choice: “I can’t believe she’s picking that sugary cereal. Kids her age should have healthy breakfasts.” Caring souls might ask, “Do you need help reaching that cereal box, honey?” Suspicious people might wonder: “She doesn’t look like she can afford that. I hope she’s not planning to shoplift.”

dogWriters may think those thoughts too, but then their brains start racing. Hmm…what if she’s a mess because her family’s homeless, and this is their only food for the day? Where might they be living? In a homeless shelter? In their car? What would it be like to live there, and how did they end up there? What would a little girl like that want or need if she were living in a car? And the writer is off, plotting a new story or maybe even two. Perhaps all those questions might lead to a story like Barbara O’Connor’s How to Steal a Dog, where a girl living in a car is lonely and wants a pet so badly she decides to steal one.

Or the writer might think: That girl looks sad. What if her mom left, and her dad doesn’t pay much attention to her? Maybe she’s lonely and needs a friend. What if a stray dog wandered into the grocery store, and the girl tried to save it? Maybe similar thoughts ran through Kate DiCamillo’s head as she plotted Because of Winn Dixie, the story of a girl who misses her mother and adopts a stray dog.winn-dixie

Perhaps the writer notices the girl looks neglected. Her next thought might be: What if she looks so scruffy because her parents are dead. Maybe she lives with mean relatives who don’t take good care of her. But what if the relatives don’t realize she has secret powers? Hmm… what if she goes to a magical school and… Oh, I wonder if it would be better if it were a boy, and he goes to wizard school. The plot could easily turn into Harry Potter.harry

Another writer might think, That girl’s all alone. What if that older lady choosing a carton of oatmeal befriends her? Maybe the two of them could form an unusual friendship. Or wait… What if the old lady is a kidnapper, and when she sees the girl alone, she pretends to help her and she invites the girl back to her house and…

Or maybe the girl’s only pretending to look at cereal, but she’s really been stalking the older lady… Why would she do that? What if she thinks the lady is the grandmother she’s never met? Is it really her relative? If so, why wouldn’t she have met her grandmother? Maybe her mother ran away from home as a teen? So how did the girl discover the grandmother’s whereabouts? Will the grandmother be overjoyed to discover she has a grandchild? How will the mother react when she finds out?

And once again, several story ideas have formed in the writer’s mind. He can’t wait to get home and jot them down. Or if he carries a small notebook, as most writers do, he’ll scribble some notes in it. The whole way home, his brain will be whirling with what-if questions.

A fantasy writer might look at the girl and think: What if she took that box of cereal home, and a fairy popped out when she was having breakfast? Maybe the fairy could grant her one wish. I wonder what she’d wish for. It looks like her family needs help. Oh, but what if she has a brother who’s deathly ill? Would she give up her wish to save him?

Or the writer’s thoughts might run in other directions. What if the fairy was bad at spells and messed up the wishes? Wouldn’t it be funny if… Or What if that isn’t a backpack, but a jet pack? She could fly off with that cereal. But where would she go? And how did she get that jetpack in the first place? Once again, the writer has the seeds of plot or two.

We could keep going with story ideas just from seeing one girl in a grocery store. Now imagine living inside a writer’s head. Everything sparks ideas for stories. We’re always asking questions about what could happen. Or wondering why people do things. And everyone we see or meet becomes a potential story. Yes, even you. So beware when you’re around a writer. You never know when they might make up a story about you.

But what about you? Can you think like a writer? As you go through your day, ask yourself: Who is this person really? Why is she doing what she’s doing? What would he be like if he lived in another country or on another planet? What if that person is only pretending to be a teacher? What if she’s a superhero in disguise or a kid (or animal) who switched bodies with an adult? What if something magical or unusual happened to her? What if this person got into trouble? Who would save him? What does that person dream of? How could I make her wish come true in a story? What does that person need? What’s the scariest idea I can come with about this person? The most unusual idea?

Ideas are all around us. You don’t need magic to create a story, only a little imagination, a lot of curiosity, and many, many questions.

ABOUT THE AUTHOR

A former teacher and librarian, Laurie J. Edwards is now an author who has written more than 2300 articles and 30 books under several pen names, including Erin Johnson and Rachel J. Good. To come up with ideas for her books, she people-watches and eavesdrops on conversations in public places, which starts her brain racing with questions. To find out more about Laurie, visit her website and blog.

Symbols and Subtext in Middle-Grade Novels

The meme below, which gets posted around social media every once in a while, is something that I imagine drives teachers crazy.

the-curtains-wre-blue

I know a lot of writers who aren’t thrilled about it either. The reason: we writers often do mean the color blue symbolizes depression. Maybe not all the time. And obviously that’s not the only thing that makes a great novel. But I defy anyone to argue that F. Scott Fitzgerald didn’t make the light on Daisy’s dock green for several reasons and that it doesn’t enhance the important themes in The Great Gatsby. (For those wanting to read more about those reasons, click here.)

I’m not sure why looking for symbols and subtext in literature has gotten such a bad rap. In fact, close readings meant to uncover layers of meaning are widely thought to teach students to think critically in all areas of knowledge. In addition, this type of analytical thinking is tied to success in high school, college, and beyond.

Although I can’t speak for all writers, I know that in my most recent novel, every symbol or simile was deliberate. And after close readings of a couple of my favorite middle-grade novels, I’m sure even some of the tiniest details were not casually thrown in and were included to enhance deeper meaning as well as to illuminate certain truths about life.

 

5138cpo40slFor example, in Kate DiCamillo’s Raymie Nightingale, a National Book Award finalist, the narrator says, “The baton looked like a needle.” DiCamillo could have written that the baton looked like a twig or a sword or even a pool cue. But I would suggest that the simile was chosen purposely to reinforce Raymie’s belief that the baton will help stitch her family back together when she uses it to win Little Miss Central Florida Tire.

In addition, it’s evident that a deliberate pattern of light imagery is woven through the book to emphasize Raymie’s struggle to come out of the darkness of her mother’s depression and her own sadness as a result of her father leaving. From the jar of candy on Mrs. Sylvester’s desk, which is lit up by the sun “so that it looked like a lamp” to Raymie’s beloved book, A Bright and Shining Path: The Life of Florence Nightingale, to the sun glinting off the abandoned grocery carts, making them “magical, beautiful,” it’s clear this light imagery is important to both the story and to Raymie herself. At the end of the novel, the observant reader is rewarded when these images come full circle (spoiler alert) and figure into Raymie’s transformation into a girl who comes to believe in her own strength. As she attempts to save Louisiana from drowning, it’s that magical glint of the shopping cart that points her in the right direction. And as she and Louisiana swim to the surface, Raymie has the realization that it’s “the easiest thing in the world to save somebody. For the first time, she understood Florence Nightingale and her lantern and the bright and shining path.” At that moment, we realize everything that Raymie has observed and learned so far in her life has helped her find her way out of both literal and figurative darkness.

 

51t7dzpi9lRebecca Stead is another author who uses rich symbolism and imagery to enhance the reading experience. Her novel, Liar & Spy, begins with this passage: “There’s this totally false map of the human tongue. It’s supposed to show where we taste different things, like salty on the side of the tongue, sweet in the front, bitter in the back. Some guy drew it a hundred years ago, and people have been forcing kids to memorize it ever since. But it’s wrong—all wrong.” In this opening passage, Stead is basically hinting to her audience that they should read critically and not believe everything at face value. This is a clue as to how to read the book. Astute readers who parse that passage might read with a more critical eye and at some point realize they are dealing with an unreliable narrator—as unreliable as that map of the tongue.

Important subtext can also be found in the novel with references to Seurat’s painting A Sunday on La Grande Jette. Georges’s mother has told him that the artist’s pointillist technique of painting with tiny dots requires the viewer to take a step back to look at the big picture rather than each dot. Later when Georges’s father urges his son to stand up to bullies, Georges repeats his mother’s philosophy about the big picture, that the little things don’t matter in the long run. His father, however, tells him that some things do matter in the here and now. This conversation results in Georges rethinking his perspective on life: “The dots matter.” Stead could have merely written that sometimes you look at the big picture and sometimes you don’t. But how much more memorable has she made this truth by using such a beautiful analogy?

 

51zcudf9d3lIn my own novel, The First Last Day, the main character Haleigh gets her wish to live her last day of summer over and over again. Each morning, her mother throws her an apple to take with her as a snack. The first time Haleigh misses the apple, and it falls to the floor. The second time, since she’s ready for it, she catches it and throws it back to her mother. By the end of the novel, after Haleigh takes the final step that will reverse her wish to stay in summer forever, she takes a bite of the apple and “waits for the future to happen.” I could have chosen a peach or a banana for those scenes. But I chose the apple because of its almost universal cultural significance. Haleigh, like Eve, revels in her innocence, at first rejecting the apple, which will bring her knowledge and, possibly, pain. Her finally taking the bite of the apple reinforces the novel’s subtext that the loss of innocence is a necessary rite of passage, which can also bring positive experiences along with the pain.

In another recurring image, Haleigh sees a waxing crescent moon, on its way to being full, and imagines it to be “the final curve in a pair of parentheses, the close of a single thought, suspended in the infinite sky.” Once she makes her decision to move on, she sees the moon differently: “No longer a closed parenthesis, it seemed more like a giant comma, a pause in the middle of a sentence, ready for the rest to be written.” The moon symbolism and Haleigh’s thoughts about it, underscore the meaning of Haleigh’s evolution from someone who is content to live a secure life, suspended in time, to someone who is now eager to move forward and see what the future will hold.

As both a writer and a reader, I’ve found that uncovering the significance of such examples of symbolism and subtext that I’ve cited here can reap great long-term rewards, making the whole reading experience richer. I’d urge all readers, even those who already were annoyed by that meme above, to do a little detective work by taking a closer look at the similes and symbols woven through some of your favorite books. You’ll no doubt enhance your critical thinking skills. And along the way, you just might discover some of life’s universal truths in a more memorable way.

Dorian Cirrone is the co-regional advisor for the Florida Society of Children’s Book Writers and Illustrators. She has written several books for children and teens. Her most recent middle-grade novel, The First Last Day (Simon and Schuster/Aladdin), is available wherever books are sold. You can find her on Facebook and on Twitter as @DorianCirrone. She gives writing tips and does occasional giveaways on her blog at: http://doriancirrone.com/welcome/blog/