Posts Tagged “writing for children”

Jabberwocky Time Warp Tour

By on September 30, 2015   /   Author Interviews, For Librarians, For Teachers, Giveaways  

Today we welcome not one, not two, but three talented middle grade writers to From the Mixed-Up Files… . Authors Eric Pierpoint, J.B. Cheaney, and Stephanie Bearce are helping us turn back the clock by answering the question: How does writing and researching historical fiction or non-fiction for middle-grade readers differ from writing for adults and how do these writers strive to  bring history to life for young readers? 

Time Warp Tour

 

 

 

 

Eric Pierpoint (The Secret Mission of William Tuck)

The Secret Mission of William TuckTo me, writing historical fiction for younger readers means creating more action and adventure around the facts. What appeals to adults may be boring to middle-graders, so whatever goes into the book must be done in a balanced way that keeps the level of excitement going. There are times where I like to really press on the gas, and then slow it down to make certain points in a different rhythm. I was once told that reading my books was sort of like watching a movie, that they are cinematic. They’re right! I never want to preach history and give too much of a lesson. I’d rather make that history come alive through the eyes of a young person who is caught up in the action of the story. For example, my main character could be in the middle of a scene where our founding fathers are discussing an important topic like prisoner exchange during the Revolutionary War. Rather than explain in long passages to the adult reader the history of prison ships, for a younger audience, my young character would be captured and taken aboard the infamous HMS Jersey and have to figure out a way off. I think it is better to increase excitement while using historical fact rather than spend too much time writing long explanations.

J.B. Cheaney (I Don’t Know How the Story Ends)

I Don't Know How the Story EndsIt doesn’t, much; you just leave out the more lurid details. Researching historical fiction is not just about getting the background facts right; it’s also getting a sense of the people who lived and though in ways we can’t fathom. What was important to them? What did they do for fun? What do we dismiss that they considered of first importance? I think it’s just as important to get those things right for children as it is for adults, because traveling to another time is as mind-expanding as traveling to another country. Kids need to have their minds expanded!

On a more practical level, research is vital for plot development. When the idea for a historical novel is conceived in the author’s fertile brain, she already has a basic idea of the history arc and can match it to her story arc. In 1918, where I set I Don’t Know How the Story Ends, Isobel’s father is serving in France during WWI. I already knew that America officially entered that war in 1917, but didn’t know about the Hollywood war bond rallies (where Isobel impersonates a boy scout), or Charlie Chaplin’s wandering eye (which makes Isobel so nervous about her mother), or D. W. Griffith’s decision to leave Hollywood (which will shift the purpose of Ranger’s film project). Those bits of information added texture and distinctiveness, not to mention important plot developments.

Stephanie Bearce (Top Secret Files)

The Cold WarI love this question because as a teacher it is something I have really worked hard to understand. Teaching or writing about history for children is very different than it is for adults. While an adult may be able to remember different decades, and the styles or fads of each one, a child has a much shorter time perspective. A decade may be longer than their entire life.

Dates and numbers don’t give children any clue as to what was happening at that time period. As adults we read the date 1776 and we can immediately picture men wearing knee breeches and white wigs. Mention Rome in 100B.C. and a grownup knows it’s the time of togas and Roman baths. But those numbers all have to be given context for children.

It’s important to describe what technology was and was not available during the time period. Writers and teachers need to help them understand that during World War One the radio was a brand new invention and airplanes had only been invented a few years earlier. Details about how people lived and how it is different from other time periods are important to give children a sense of the changes that have happened over time. It means telling every story with the idea of how it is different from the modern world of the child.

It’s a challenge, but it’s a fun one!

Want to win a #TimeWarpReads Prize Pack featuring titles from Eric Pierpoint, J.B. Cheaney, and Stephanie Bearce? Enter now!

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In Praise of L–O–N–G Books

By on July 15, 2015   /   Book Lists, Writing  

QWERTY_keyboardWriters conferences, writing magazines, and literary blogs are long on advice for the aspiring writer, and one the things I hear fairly frequently is the admonition to remember that kids don’t have the attention span they used to what with the giddy spin of the internet forever at their finger tips. Kids want fast-paced, gobble them up reads! Or so we hear.

And yet, time and time again the market has proved them wrong. Some of the most popular books in recent memory have been long, including the last four tomes in the Harry Potter series, all the books in the Eragon series, the Wildwood series, the Game of Thrones juggernaut, and many of the Percy Jackson titles. Classics like The Lord of the Rings and the works of Jane Austin have held up rather well in spite of their length.

What’s up with that!? Here are five things that I think make long books particularly appealing to middle grade kids.

1. Middle grade readers have time. Too young to have a job and notBook Ends Beach allowed to roam the neighborhood alone while their folks are at work, the MG reader has hours of time, especially in the summer to dive into a book that really rewards a long stretch of attention.

2. Most long books are long because they carry a reader off into a richly detailed and lavishly described world whether it’s Harry Potter’s Hogwarts or the Hispanola of Treasure Island. Kids who can’t drive, didn’t pick their hometown, their house, or even the sibling they share a room with, love to be swept away.

3. Many long books are fantasy, science fiction, or magical realism, perennial favorites among MG readers.

4. There’s plenty of praise from grownups to be gained from reading a book of weight and substance and there’s plenty of pride in the accomplishment of reading a long story all the way through to the end.

WB Golden Compass5. Among traditionally published books there is pressure from editors to tighten up the story and tell it as economically and gracefully as possible. I tend to have confidence that a traditionally published book that goes on at some length has something worthwhile to say, something that could not be said in a more compact tale. There are masters of the short form who have made a career of writing lean and lovely tales like a long string of pearls, each one a tiny perfection. But many authors at the height of their powers, even if they have written other short books, write a marvelous long story and if they are lucky it stands the test of time.

IMG_1610-3-225x300[1]I am very much hoping Pam Muñoz Ryan’s new book Echo is one of these. I reviewed it on my website.

Here are a few other books kids have liked that approach Moby Dick in length.

Harry Potter and the Cauldron of Fire by JK Rowling

Brisigner by Christopher Paolini

The Golden Compass by Phillip Pullman

Wildwood by Colin Meloy

and The Lord of the Rings by JRR Tolkein

How about you? Do you have a favorite tome? Can you remember the feeling of accomplishment from the first long book you read? Please share in the comments.

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Oh, the Drama! Novel Writing from a Playwright’s Perspective

By on June 15, 2015   /   Book Lists, Fiction, Writing  
PP1

Images are from a recent production of Peter Pan which I directed, but unfortunately, did not write.

As a director and resident playwright at my local children’s theater, I came into novel writing from a script writer’s background. There are drawbacks of coming from the stage to the page. But there are benefits, too. I think the lessons I’ve learned and am still learning apply to writers from all backgrounds, and I look forward to reading how you deal with these areas when writing.

Pitfalls: 

Seeing the Scene: “Could we have a little more description of this location?” My editor wrote this several *cough* times in my first novel manuscript. I call it the plague of the playwright: I “see” all my scenes as if they’re on stage or in a movie, often forgetting the reader can’t see them as well. I’ve had to make conscience decisions to describe “the set” of each scene, realizing that setting is what grounds the reader in the character’s world. This usually happens during the second draft.

Disoriented: “Orientation.” That’s another comment that occasionally still pops up in edits. Related to the first pitfall, in a script, I’d put the character’s position and movement on the set in parenthetical stage notes. I see it in my head when I write, but have to remember to help the reader see it by describing it for them.

Lost in Transition: As a director, I’m used to beginning and ending scenes via light cues and curtains. But that won’t work in fiction. It doesn’t always take much, just showing the passage of time or giving a character some internal dialogue (another thing it’s easy for this playwright to forget to include), but it’s the difference between a confused reader and one who can suspend disbelief.

Pluses:

PP2 (1)What’s That You Say? Dialogue is probably the playwright’s number one vehicle, and most of my first drafts consist of the characters talking. If I’m writing a script, I will often hand a copy to my husband so I can hear how a scene sounds aloud in comparison to how it sounded in my head. A strong internal ear is valuable for a novelist, but when in doubt, read it out!

Hands Free: I recently saw a contest for a short story written entirely in dialogue-no tags allowed. If I weren’t working on other projects, I’d probably enter for the fun of it. Body and dialogue tags aren’t a bad thing, and I use them often, but they can clunk up an otherwise snappy conversation. Playwrights have to rely solely on words in a script and let the actors fill in the rest. I think a stretch of dialogue without any tags gives the reader a chance to connect with the characters in a deeper way, utilizing the imagination to fill in the blanks. Jane Austen was a master of this. A conversation between Mr. and Mrs. Bennet in Pride and Prejudice:

“Of what are you talking?”

“Of Mr. Collins and Lizzy. Lizzy declares she will not have Mr. Collins, and Mr. Collins begins to say he will not have Lizzy.”

“And what am I to do on the occasion? It seems a hopeless business.”

“Speak to Lizzy about it yourself. Tell her you insist upon her marrying him.”

“Let her be called down. She shall hear my opinion.”

Now, I would have been tempted to at least used one physical description of Mrs. Bennet flailing about or pulling at her cap, but Jane trusts that she’s painted the characters well enough for us to see it all in the theater of our minds. Also noteworthy is that she doesn’t use a single exclamation point.

I’m Hearing Voices: Nobody wants to see a play with characters who sound like echoes of each other, and the same holds true in fiction. I like to give characters varying sentence construction and one or two key words or phrases that they say without thinking, especially in conversations.

PP3It’s All About the Timing: There’s no time for lags in action or dialogue in theater. If you’ve ever been to a play with a seemingly eternal scene change or worse, where an actor forgets lines, you know how it pulls you out of the show. Pacing is priority in fiction, too. Varying sentence structure, giving readers time to “breathe” after intense scenes, and knowing how to end a chapter with a page turner will all keep your audience fully invested in your characters’ journeys.

I’d love to hear from other script writers on how you make the transition from script or screenplay to story, and from anyone else who has insight on how to improve a novel’s setting, orientation, and transitions.

LGBioPicture copyIn addition to writing, directing, and occasionally acting in plays and musicals, Louise Galveston is the author of BY THE GRACE OF TODD and IN TODD WE TRUST (Penguin/Razorbill). She resides in Kansas with her large family and a noisy parrot, who supply plenty of comedy and drama. 

 

 

 

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