Posts Tagged Middle Grade

Interview with Alex London for BATTLE DRAGONS, Plus Giveaway

Alex London is joining us on From the Mixed Up Files today to talk about the first book in his brand new middle-grade fantasy series BATTLE DRAGONS. Alex is the author of more than 25 books for children, teens and adults, including the middle-grade series DOG TAGS, TIDES OF WAR, WILD ONES, and ACCIDENTAL ADVENTURES. His latest series launches on Sept. 21 with BATTLE DRAGONS: CITY OF THIEVES, which is a super fun adventure. Here’s the description:

Cover of Battle Dragons: City of Thieves by Alex LondonIn a modern mega-city built around dragons, one boy gets caught up in the world of illegal dragon battles and a high-stakes gang war that could tear his family apart.

Once, dragons nearly drove themselves to extinction. But in the city of Drakopolis, humans domesticated them centuries ago. Now dragons haul the city’s cargo, taxi its bustling people between skyscrapers, and advertise its wares in bright, neon displays. Most famously of all, the dragons battle. Different breeds take to the skies in nighttime bouts between the infamous kins―criminal gangs who rule through violence and intimidation.

Abel has always loved dragons, but after a disastrous showing in his dragon rider’s exam, he’s destined never to fly one himself. All that changes the night his sister appears at his window, entrusting him with a secret…and a stolen dragon.

Turns out, his big sister is a dragon thief! Too bad his older brother is a rising star in Drakopolis law enforcement…

To protect his friends and his family, Abel must partner with the stolen beast, riding in kin battles and keeping more secrets than a dragon has scales.

When everyone wants him fighting on their side, can Abel figure out what’s worth fighting for?

Doesn’t it sound awesome? Until you can get your dragon paws on your own copy, let’s go behind the scenes of the book’s creation. And make sure you read to the end to enter the giveaway.

Samantha: Hi Alex! Welcome to From the Mixed Up Files. I loved BATTLE DRAGONS: CITY OF THIEVES. Tell us where you got the idea from?

Headshot of Alex London | Photo by Gina Clyne Photography

Alex London | Photo by Gina Clyne Photography

Alex: Thanks so much!  The short pitch is that it’s The Fast and The Furious meets How to Train Your Dragon, except that I hadn’t actually seen those movies or read those books when I began this project. Of course, I’ve corrected that oversight now (and am kind of obsessed with the gleeful story-telling chaos of the Fast and The Furious franchise.

As to my inspirations, there are endless sparks that ignite the ideas in any novel, but this one combined so many influences that fueled my imagination when I was a middle schooler. It combines my love of cyberpunk like Akira and Blade Runner with my love of fantasy, of dragon lore, and ultimately of stories set in that middle school time, when young people start to come into their own and realize how much bigger, complicated, and wonderful the world is than they ever dreamed. I wanted to write a story that would have appealed to me in middle school, but that would’ve also expanded my imagination for what kind of a world was possible.

There are sibling rivalries and new friends and high stakes souped-up dragon riding action. There are also, I hope, a lot of laughs!

Samantha: You’ve incorporated a lot of dragon story lore (with the dragons keeping a hoard, for example), but you’ve also expanded on the roles of dragons, like having them be taxis, school buses and cleaners. How did you decide what to keep and what to add for this story?

Alex: Writing a mash-up of genres gave me the freedom to pick and choose what dragon lore was useful or interesting to me. What of my main concerns was using the lore that would make the dragons feel familiar and recognizable, without being derivative or boxing me in to any narrative corners. So, flying and hoarding and breath weapons were a must, but speaking English to humans, as they do in some wonderful dragon tales, was not something I wanted.

Samantha: I love all the different types of dragons you’ve come up with for the story. What inspired each one?

Alex: I couldn’t possibly go into detail on each one here, but I did develop a basic dragon taxonomy when I began, essentially dividing them into Short-Wing, Medium-Wing, and Long-Wing dragons, each more suited to different jobs for humans, and within each category a wide variety of species, from Infernal Long wings whose fire their hot breath from high in the clouds, the short winged Blue Foot, which are like the Honda Accords of the Drakopolis. Then there are the different Reapers, medium winged dragons who make the best battlers with their wide variety of breath weapons and skills, and the related Wyvers, pulled straight from mythology, but in my story, used mostly by the secret police. It’s a lot of fun researching and inventing dragons and their abilities! I spend a lot of time thinking of it like a card game, Pokemon or Magic: The Gathering. In fact, I even invented a game just like that for the story!

Samantha: Abel and his brother Silas and sister Lina are all very different. Are you closest to one of them or do they all have similarities to you in different ways?

Alex: I’m probably most like Abel, with my ADHD and tendency to catastrophize, though, like Lina, I’m idealist who broke more than a few rules as a teenager, but like Silas, I can slip into an inflated sense of self-righteousness if I’m not careful. This is the first series I’ve written since becoming a parent, however, so I do find myself identifying a lot more with their parents than anyone else! I hope I could stand up the gangsters and the secret police as well his Abel’s parents do!

Samantha: If you were one of your dragons from Drakopolis, which one would it be and what would be your favorite thing to hoard?

Alex: Oh, I would want to be Karak, the Sunrise Reaper, because describing him was just so cool! The scene where he meets Abel and Roa was the first I thought of, even before I starting writing.  And I think I would probably hoard books…because I kind of do already!

Samantha: You’ve written both contemporary and fantasy books, but you said in an interview that the fantasy book Redwall helped you become an avid reader. As a writer, do you enjoy writing one genre more than another?

Alex: I like writing everything! As this fantasy-sci-fi mashup with real themes of middle school probably demonstrates, I can’t confine myself to just one genre. The world is so full of stories, I’d hate to limit myself to just one kind.

Samantha: Do you have any tips for teachers and librarians who are trying to encourage reluctant readers to read more?

Alex: Choice! Letting readers choose their own reading—even if it doesn’t seem like great literature to us—matters. I read far more Calvin and Hobbes as a kid than I did prose novels, and far more illustrated nonfiction magazines than ‘literature’ and far more “trashy novels’ than ‘great books’ and now I’m an avid and critical reader and a fairly prolific writer. People come to it in their own time and in their own ways, and I think we need to model following our interests and knowing when to put books down if they aren’t working for us. Life is too short and there are too many good books to force ourselves to read ones we hate. For every “reluctant reader’ out there, there are books that will feel like their were written just for them. They just need the chance to find them.

Aside from choice, I think removing the stigma from not loving to read could help. We put a lot of moral weight on reading, but I know brilliant people who don’t read much of anything and total monsters who are bookworms. I think reading is a source of great joy, insight, and inspiration, and I want to invite kids into it, but I don’t see any use for shaming them when they aren’t.

Samantha: Finally, can you give us a sneak peek at book 2 in the series? When is it coming out?

Alex: It will be called BATTLE DRAGONS: CITY OF SPEED. I don’t know the publication date, but I do know that there will be high stakes dragon races, new and wonderful breeds of dragons, and new friends and enemies for Abel and his crew. It’s gonna be a high stakes, high speed, high flying romp, that I hope readers love!

Samantha: I can’t wait!

Enter the giveaway below by July 30 for your chance to get one of three copies of BATTLE DRAGONS: CITY OF THIEVES plus a signed bookplate.

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STEM Tuesday — STEM in Sports — Writing Tips & Resources

 

Title Talk

A good title can do a lot of work for both the reader and the writer. Of course the title conveys the subject of the book but it has many more jobs to do. It conveys the tone of the book. It gives clues to the scope of the book. Most importantly, it must hook a reader. All of that in just 1-5 words (and sometimes a subtitle).

Our STEM Tuesday book lists are a great place to study what titles can do. Take a look at just the titles of this month’s STEM in sports books:

Sports Science & Technology in the Real World

Super Gear: Nanotechnology and Sports Team Up

The 12 Biggest Breakthroughs in Sports Technology

STEM in Sports: Engineering

Learning STEM From Baseball: How Does A Curveball Curve? And Other Amazing Answers for Kids!

STEM In Sports

Science Behind Sports

The Secret Science of Sports: The Math, Physics, and Mechanical Engineering Behind Every Grand Slam, Triple Axel, and Penalty Kick

STEM Jobs in Sports

Sports Medicine: Science, Technology, Engineering

The Book of Wildly Spectacular Sports Science: 54 All-Star Experiments

Start asking questions: Why were those specific words chosen? The word “sport” is used frequently but in different positions. How does word placement matter? Who chooses the titles? Surprisingly, in many cases the title/subtitle are developed by the marketing team, not the author. Why might that be?

Here are a few ways you can look at what titles can do.  In the nonfiction area of the library, sit down in front of one shelf. Find a section of 5-10 books that are all on a closely related topic. (For this exercise it is best to not use a series of books). Write down all of the titles and subtitles in a list.

A Reader’s Reaction

  • Which titles draw you in? Why? Is it the subject or some other element?
  • Looking at your title list, are there any particular words that hook you?
  • Skim the books. For each book ask: Did the title/subtitle give you an accurate idea of what was inside the cover?

More than The Subject

Search for how the titles  subtly or not-so-subtly convey more than the basic subject. Consider these elements (and add your own):

  • Subtopic: Does the book focus on one specific topic within the subject?
  • Angle: Has the author selected a unique angle from which to approach the topic? Can you determine that from the title?
  • Tone: Is this book humorous? Academic? Lyrical? Does the title convey that?

Make it Visual

Upload your title list into a word cloud generator and see what other discoveries you can make.

  • Do one or more words dominate the titles?
  • If so, are there any titles that do not rely on those words? How are those titles unique? How are those books unique?

Compare and Contrast

  • Do the titles on your list vary drastically or are they all fairly similar? Some things to analyze: content, length, specific words, presence of a subtitle, etc.
  • In a new section of the library, pick a subject area which is very different (for example if your first list is about space, maybe go to the art section).
    • Create a new title list. Repeat one or more of the above exercises.
    • In what way is your new list similar to/different from your previous list? How much do you think the book’s subject affects that?
    • Separate your books into two piles based on main purpose: to entertain or to inform. In what ways might that impact the choice of title?

Titles can do a lot of work for the reader and the writer.  Enjoy taking a closer look at all the titles in your future!

 

Heather L. Montgomery writes for kids who are wild about animals. Studying titles and subtitles in the library helped her create a few fun ones of her own:  BUGS DON’T HUG, SURPRISING SCIENCE FROM ONE END TO THE OTHER, and SOMETHING ROTTEN. You can learn more about here wacky titles at www.HeatherLMontgomery.com

O.O.L.F

Here are some ways to add some STEAM into your work with titles:

  • Pick one book from your list and create at least 3 alternate titles.
  • Using your stack of books, create a spine poem. Feel free to add other books to your pile as needed.
  • Using your title list(s), create a blackout poem. Is it easier to do with one list than the other? Why might that be?

New to spine or blackout poems? Kristen W. Larson explains how in this post: https://fromthemixedupfiles.com/stem-tuesday-stem-activity-books-writing-tips-resources/

Motifs in Middle Grade

Motifs are the workhorses of the literary device world. Unlike a one-line simile or a bit of hyperbole that might briefly spark the reader’s imagination before they turn the page, a motif—by definition—is woven throughout a story. To recognize a motif, a reader must comprehend the book as a whole and be savvy enough to catch individual repeated details throughout chapters and scenes. When the reader connects those dots, motifs support the book’s deeper meaning. They complement and enrich plot and characterization. Motifs can also serve as story glue, giving the reader grab-loops to grasp (the way a preschooler takes hold of a rope line). They provide continuity and recognizability—especially if the text is on the longer side.

Well-constructed motifs are perfect for MG! While it’s true that motif as a device is traditionally explored via lit class classics (like the color red in The Scarlet Letter or instances of watchfulness in The Great Gatsby), motifs certainly play a role in many middle grade novels. Let’s take a look at motif by the (literary) dictionary definition; then, we’ll find examples in some modern-day MG stories.

Motif is easy to understand if you’ve ever decorated a room or planned a party around some thematic idea. Imagine you plan to redecorate a kitchen; inspired by some wall hooks in the shape of lighthouses, you also pick out lighthouse border, lighthouse wall prints, a lighthouse soap dispenser… Your lighthouse motif guides the overall project and ties the space together.

In storytelling, motifs are the same kind of repeated, same-yet-different idea. You can bring out a motif in imagery, events, actions, objects, and figurative language. Generally, motifs satisfy readers (whether consciously or unconsciously) who enjoy patterns, structure, sense, and logic in their stories.

Well-structured motifs carry significance and contribute to theme, as well. If a story has a lighthouse motif, what do all those lighthouses mean? Is a character trying to find his or her way, but struggling? Now the motif satisfies the reader who loves connections, deeper meanings, and rich symbolism.

In the very popular Escape from Mr. Lemoncello’s Library, the crime motif appears in both apparent and subtle ways. Once the kids learn about the crime that inspired Mr. Lemoncello’s construction of the library, they solve the final puzzles and escape. So the motif certainly supports the plot (the only way to escape follows the path of long-ago bank criminals). Along the way, scenes and subplots highlight writers of crime fiction, historical criminals, and the students’ own “crimes”: lying, theft, unkindness. Because those who commit the crimes lose the game, this crime motif supports the book’s overall messages about fair play, teamwork, and kindness.

In Inside Out and Back Again, Ha shares her experiences as a refugee to America over the course of a calendar year, so holidays are a natural motif. As she begins and ends the year with Tet, the Vietnamese New Year, and tries to learn about American holidays in between, the holiday motif supports a theme of growth, change, and accepting new traditions while maintaining those Ha knows and loves.

The more recent Lucky Broken Girl by Ruth Behar includes a motif of cultural experiences that represent the different backgrounds of immigrants in the book. The food shared by Ramu, the altar in Chicho’s apartment, and Mami’s Cuban coffee all serve to provide  main character Ruthie with opportunities to consider how immigrants from many different places now live side by side in America, supporting a theme of acceptance.

If you are a writer, consider how these skillfully-executed motifs serve the overall story. Adding effective motifs can help to support or clarify a tricky theme. If you are a teacher or librarian, try having student readers work in small groups to brainstorm instances of a motif in their current novel. Provide the first motif, but encourage the discovery and exploration of other motifs along the way; many middle grade language arts students will love a search-and-find assignment looking for instances of a motif.