Posts Tagged middle-grade fiction

Mixed-Up Instagram: an April #mglitchallenge!!

Fromthemixedupfiles.com is @mixedupfilesmg on Instagram!

And to celebrate our new foray into the world of #mglit pics, we want you to join us in a 30-day Instagram challenge.

The fantastic April #mglitchallenge

Here’s the deal: follow us on Instagram (@mixedupfilesmg) and post a pic that corresponds to the day on the image below. Don’t forget to hashtag it #mglitchallenge! We’ll be watching the hashtag to see what you’re posting, and  featuring the very best of your posts.

#muflit #mglitchallenge middle grade books authors librarians

Of course, 2021.fromthemixedupfiles.com is focused on middle grade books, so that’s what we’re looking for. MG authors, readers, and librarians, join us and show us where your passion for middle grade lit comes from!

Take an Umbrella, It’s Raining – The Overarching Conflict in MG

Whether we’re reading, writing, or recommending a middle grade story, conflict typically comes in at or near the top of the Important Elements list. But with regard to the specifics of conflict in MG — Single conflict or layered? Internal or external? How much is too much? — there’s a lot of different advice out there. Click five results after Googling, and you’ll get five different takes on middle grade conflict. For example:

  • One source might recommend a single line of conflict with only minimal subplot problems; another will say middle grade audiences can absolutely handle “richly layered” multiple struggles.
  • Some in the publishing industry define middle grade by not only protagonist age and content, but also by the conflict, which (they say) should be external (outside things cause trouble with which the MG main character must deal). However, others say MG characters can certainly be roiled by internal conflicts appropriate to their age, and that these internal conflicts drive actions, thereby sparking the external conflict.
  • Depth of recommended conflict depends greatly on maturity of intended audience…and calendar age of a child doesn’t always match developmental age. So one fifth grader may have a high degree of comprehension for and interest in a classroom bully story, but may or may not be quite ready for a book set during the Holocaust, like her friend in the same class.

So…it’s probably safe to say that, as with many topics in middle grade literature, there is no formula, no simple categorization system. There’s just no easy answer on conflict, in other words.

To me, this is a beautiful thing. The MG writer is free to let his or her particular story vision grow and change through different styles and intensities of conflict. And the MG reader is free to enjoy an amazing variety of stories, made inherently different by their conflicts.

But for the purpose of writing, teaching, or sharing thoughts on a middle grade novel, another way to talk about the character’s struggles might be helpful: the overarching conflict.

The notion of overarching conflict helps me understand theme and purpose in MG books that I’ve taught, and has helped me through the latest revision of my middle grade historical. An overarching conflict is like an umbrella that covers all other conflicts in the book—big, little, internal, external, resolved, unresolved. They’re all under there because, in some connected way, every smaller problem turns out to be a part of the bigger overarching problem.

This idea of overarching conflict is easiest to see with some series. Harry’s overarching conflict with Voldemort carries through all seven novels that comprise his overall story. So while each book’s plot offers its own main conflict plus multiple sub-conflicts, we also see Harry’s escalating succession of wins and losses against his biggest enemy as series-long conflict building blocks, culminating in the final epic battle that resolves the overarching conflict.

You can apply this overarching conflict idea to a stand-alone MG work, too. There are many ways to state an overarching conflict for a book; this is what I came up with for a few examples:

The overarching conflict in Lois Lowry’s Number the Stars: How can Annemarie help to keep her friend Ellen safe in situations of increasing danger? When the overarching conflict helps align the MC’s objectives scene to scene, it’s easier to see how the internal conflict (Annemarie’s struggle with bravery) and the external conflict (Nazi occupation and oppression of the Jews in Denmark) exist in a two-way, fluid relationship, each affecting the other (instead of one driving another). This overarching conflict also helps bring together other conflicts (the death of Annemarie’s sister; trusted adults lying) that might at first seem disconnected, but prove by the book’s conclusion to be important parts of Annemarie’s attempt to help her friend.

The overarching conflict in Christopher Paul Curtis’s Bud, Not Buddy: How can Bud find not just a home, but his home? In this excellent quest adventure, individual conflicts arise one after another as Bud makes his way toward the home he hopes will welcome him. His mini-conflicts (the Amos family, the mission, Hooverville, Lefty Lewis) are resolved each in turn as he proceeds, each in some way giving him a piece of knowledge or inspiration moving forward, until he finally has the chance to solve his overarching struggle.

The overarching conflict in Robert Beatty’s Serafina and the Black Cloak: How can Serafina learn more about her past while living hidden from the world? As the external conflict with the man in the Black Cloak and his evil crimes intensifies, Serafina seeks answers about her mother, her background, and her own mysterious talents. Disagreements with her father and her new friend Braedyn create additional conflict layers. The author skillfully brings together the resolutions of Serafina’s external, internal, and layered conflicts in an exciting battle scene, and all work together to supply an answer to the overarching conflict.

In these examples, articulating the overarching conflict can help connect all the struggles for the MG main character, and it can demonstrate his or her constant, steady objective through a sequence of other misadventures. Indeed, maybe the greatest benefits of the overarching conflict are the depth acquired in the story without muddying the plot, and the invisible cohesion it provides.

Thanks for reading! Glad to be a new part of this great group, and eager to hear your thoughts on conflict in MG.

HAPPY 50TH ANNIVERSARY MRS. BASIL E. FRANKWEILER!

This year is the fiftieth anniversary of the publication of From The Mixed Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg (Atheneum, 1967). I’ll bet the majority of people stopping to view this post have a memory or two connected to their first reading of the beloved classic. As a New York City kid (Brooklyn, really), I was fifteen when I first began visiting the Metropolitan Museum of Art where most of the story takes place. The idea that Claudia Kincaid, a month away from twelve, and her brother Jamie, age nine, had run away to live secretly inside the “Met,” was delightful—and infuriating! Why hadn’t I ever thought of that?

Reading ‘Mrs. Frankweiler’ again, after I’d published a few children’s books of my own, prompted a different thought–“How in the world did E.L. Konigsburg ever get her editor to accept such a long title?”

I still go to the Met when I can. These days I think of it as my “Breakfast at Tiffany’s”; the calm, orderly place where nothing bad can ever happen. But sometimes, out of the corner of my eye, I catch a glimpse of a child’s knee or elbow behind a Greek funerary urn and the place takes on a more adventurous air. And when I need a dose of the author’s fine sense of gumption and wonder, I take out the autographed copy I snagged at a long-ago writer’s conference, and reread it straight through.

From the Mixed-up Files of Mrs. Basil E. Frankweiler

Seven years ago, the writers and readers who formed our group named it after E.L. Konigsburg’s unforgettable book. Our goal was, and still is, to bring “awareness, enthusiasm, and celebration” to middle grade works like From the Mixed Up Files of Mrs. Basil E. Frankweiler. Here some of us share recollections of how we felt when we first read the story. I invite you to submit your memories, as well.

Rosanne Parry: I really connected with Jamie Kincaid because I too have a bossy big sister and he was a bit of a card sharp. Around the time I read the book I also learned to play poker and had a brief torrid affair with gambling in elementary and middle school. Apparently I out grew it because I haven’t gambled in years. I also really loved that they planned their running away in such detail. I had quite a lot of freedom to roam growing up in the 70s, so I remember by the time I was 9 or 10 taking solo excursions to the library and science museum and zoo on the city bus. And because of the book I was always looking for places where a kid could hide and live outside the notice of grownups. The idea appealed to me a lot.

Tricia Springstubb: I didn’t go to a museum till I was in college, but what child doesn’t have fantasies (good and terrifying) of being locked in somewhere overnight? (Mine were of the library.) I was a bossy sister myself, with two younger brothers, but had none of Claudia’s daring. How I admired her ingenuity! I remember especially the little royal bed (was it Marie Antoinette’s?) By now I’ve been to the Met dozens of times, yet it still holds mystery and the promise of the undiscovered. I love watching its kid visitors!

Dorian Cirrone: I grew up in South Florida where there were no big museums and very little reliable public transportation. So even though I was older when I read the novel, I was still amazed and kind of jealous that kids the ages of Claudia and her brother could actually get somewhere without their parents driving them. When I was seventeen, I visited New York City for the first time. Since then, I’ve been to the Met dozens of times. And I’m sure I still haven’t seen everything there.

Julie Artz: This book, like The Lion, The Witch, & the Wardrobe, and Harriet the Spy, became an instant favorite of mine when I first read it in elementary school. The feeling of freedom and independence that book gave me came back each time I did a lock-in throughout middle school and high school–being in a big empty building at night, escaping reality (and parental supervision) for a few precious hours before having to go back to real life always felt like such a huge adventure.

Sean Easely: I remember reading this book in my third grade teacher’s class. Mrs. Weeks was the elementary teacher who understood my ADHD/hyperactive/falling-out-of-my-seat-bored self better than any other. She taped a list of projects for me to undertake whenever I finished my work before everyone else, and one of those was to read about the kids going crazy in the MET. I remember feeling like them, like I saw things that other people didn’t see, and that the freedom to look at things in different ways (like when you’re hiding out where you’re not supposed to be) was exactly what I needed to do something really, really cool.

T.P. Jagger: I must confess that I didn’t read FROM THE MIXED-UP FILES… as a kid. However, when I started teaching fourth grade, I found a copy of the book in my classroom. It ended up making a wonderful end-of-the-day classroom read-aloud!

Michele Weber Hurwitz: Somehow the book passed me by as a kid, but I read it as an adult in a mother-daughter book club. I was an aspiring middle grade author at the time and I remember the story prompted so many unique opinions among the girls, mostly about whether they’d run away or not 🙂 Listening to their varied thoughts about the plot and characters helped me realize how readers see things differently!

Valerie Stein: .Mixed-Up Files was one of those books I read and re-read between 4th and 6th grades. When I needed that great, kind of brainy writing that appealed to me, the misfit, it was the perfect book.

Heather Murphy Capps: My first time reading MUF was on summer vacation in the back of a car when I was in maybe 5th grade?. The hatchback part, behind the back seat — which tells you how long ago it was! I was so enthralled, I coulnd’t stop thinking about the adventure of planning and executing the perfect runaway — and so I did exactly that. Urged on by me, my sister, the two sons of our traveling companions, and I all snuck out of the house we were staying in — at about 5 in the morning. We wandered the neighborhoods of the small town, perfectly safe. VERY LUCKY!! And the adventure was glorious. When a local policeman returned us to the house shortly after, I had a hard time feeling anything other than victorious — which I don’t think is exactly what Ms. Konigsburg intended when she wrote the book!!

Annabelle Fisher is the author of  THE SECRET DESTINY OF PIXIE PIPER (Greenwillow/HarperCollins) and the forthcoming sequel PIXIE PIPER AND THE MATTER OF THE BATTER (release date: 5/30/17).