Posts Tagged writing tips

Muddling through the Murky Middle

By on July 16, 2012   /   Book Lists  

Although this is my first post for the Mixed-Up Files, I decided to write about middles. What better place than a blog devoted to middle grade books to examine the middles of stories, and specifically, how to muddle through them. I admit, this is a challenge for me, and I think (I hope) for other authors, too. It’s like rowing a boat across a really murky lake. I can see both shores clearly. I know my beginning, and I can completely visualize the end, but then there’s that whole lake to get across. That whole muddy lake, with floating tree branches, weird looking fish, deep water, icky brown stuff, and who knows what else lurking beneath the surface? How do I get from here to there without straying off course, or worse, sinking?

Working on my second middle grade novel, it seemed I was over-thinking everything — from characters to plot to pacing to…okay…the whole point of the story. Actually, I was stuck. In the middle of the lake. Not sure how to paddle ahead. My inner critic was working overtime, and I was getting worn out.

So I did what most writers need to do at some point. I put the novel aside and gave myself a mental break. During this time, I decided to find out: who navigates middles really well? What do they know that I don’t?

I took four of my all-time favorite middle grade books: Holes by Louis Sachar; So B. It by Sarah Weeks; Love, Ruby Lavender by Deborah Wiles; and Esperanza Rising by Pam Munoz Ryan, curled up in my favorite chair, and did a “middle experiment.” I placed my thumb smack dab in the middle of each of these terrific books to attempt to solve this whole middle mystery. And here’s what I discovered.

In the middle of Holes, Stanley finds out Zero’s real name, plus in the historical part of the story, Sam is shot. Then there are these three amazing sentences. “Since then, not one drop of rain has fallen on Green Lake. You make the decision. Whom did God punish?”

In the middle of So B. It, Heidi meets Georgia Sweet on her bus ride and muses: “I had begun to think that certain things that seem to happen by accident don’t really happen by accident at all.”

In the middle of Love, Ruby Lavender, the Town Operetta is announced and the chicks are peeping and ready to hatch. And, in Esperanza Rising‘s middle, Esperanza, adjusting to her new life, takes a bath for the first time without her servant helping her bathe and dress.

Ta da! All of these “middles,” I realized, have a few elements in common:

1. The reader finds out something important (no rain fell on Green Lake), or gets a clue to a puzzle in the story (Zero’s real name is Hector Zeroni).

2. Something happens that will connect to the ending (the chicks are peeping).

3. The main character has a moment of insight (things don’t happen by accident).

4. There is a turning point (Esperanza finds out she can do something she never did before).

I jotted these words down: important, clue, connect, insight, turning point. But then I realized something else. In the middles of these books, the characters are also lost. On their journeys, searching for answers. Not sure how to forge ahead.

Just like I was, in the middle of my murky lake.

And I thought, gasp, what if being stuck in the middle is a good thing? Maybe it’s okay to be lost for a while. In fact, maybe I need to be stuck in order to figure out how to get to the end. What if not being sure where to head could prompt me to think outside of the box, or, um, water? Are the tree branches, weird fish, deep water, and icky brown stuff supposed to be there; all part of the grand plan? They’re just rough patches to navigate around, bumps along the way, places I need to row a little harder…each one bringing me closer to the opposite shore. When I pictured them like that, they seemed less like obstacles and more like challenges. After all, what would writing — or anything in life — be without challenges?

Now I have a different way of thinking about middles. I’ve decided it’s the perfect place to stop, let go of the oars, rest, look around, and listen to the stillness. And have faith that at some point, the right path will come floating my way, like a lily pad that was there all along.

Michele Weber Hurwitz is the author of Calli Be Gold (Wendy Lamb Books/Random House 2011). She’s happy to report that after floating around for a while, she recently completed draft #1 of book #2. Yay! Visit her at www.micheleweberhurwitz.com.

 

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The Impact of Books We Love

By on July 11, 2012   /   For Parents  

I’ve always been interested in psychology, and definitely always had an interest in books. So when the two combine into one lovable study of how great characters impact our behavior, well, the researchers had me at hello.

The researchers were from Tiltfactor Laboratories at Dartmouth College. Two of the researchers, Geoff Kaufman and Lisa Libby, wanted to gain a better understanding of this very question. What they found in a recent study surprised them.

It’s called “experience taking,” a phenomenon where a reader identifies closely with a character and thus take on the same emotions, beliefs, thoughts, and even actions of that character.

“Experience taking can be a powerful way to change our behavior and thoughts in meaningful and beneficial ways,” said Libby.

For example, in one experiment, researchers found that readers who identified with a character who overcame great obstacles in order to vote were more likely to vote in a real election only days later. Other experiments produced similar results, proving that a great character will do more than entertain us, or even influence our opinions. A great character can change our behavior.

So for anyone interested in middle grade books, why does this matter? Because scientists also say that the ages when children are most impressionable are in the middle reader years. If an adult whose behaviors are relatively formed can be impacted, then what about a third, fourth, or fifth grader, who is still deciding who he or she will become?

If the study holds up, then a reader who identifies with Meg from A Wrinkle in Time may become more protective of others. The reader who enjoys Turtle from The Westing Gamemay become more curious. And if readers strongly identify with Harry Potter, then they may be more likely to act bravely, defend others, and behave compassionately.

But Kaufman and Libby warn the influence can go both ways. While Harry Potter is heroic, he is certainly also a rule breaker. A reader may not imitate the behavior and also break important rules, but, according to Kaufman, he “may try to understand or justify the actions [the character] is committing.”

This isn’t to say that children should only be exposed to characters who never make mistakes, never have flaws, and never fail. In fact, a character who has to overcome his weaknesses or fix her errors might help the reader anticipate the consequences of their own actions. Children may avoid certain pitfalls if they can vicariously learn from the mistakes of their favorite characters.

But this study does suggest that parents of middle school readers should know what their children are reading, because it can have an impact on who they become. And authors of middle grade books should remember that their characters might do more than entertain for an afternoon. They can change lives.

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