Posts Tagged writing tips

Pack for Where You’re Going: How to Write with Intent

Sitting down to write a book without a plan is like going on vacation without deciding on a destination. An exciting new idea will tempt you to simply throw things in a bag and run to the airport. But, like a heavy backpack, the farther along you get into your first draft, the more you start to feel the weight of all the decisions you haven’t made. Doubt catches up to you in the terminal. Where is this story going? How do you know if the idea is strong? What should happen, and who should it happen to?

The best way to start writing is by setting intentions. Intent is the why that informs your story, and knowing that will help you with the what and how as you write. Intent will help you make decisions on everything from theme to plot to syntax. It tells you what needs to be in the story and what doesn’t. Put another way, if you know where you want to go, you’ll know exactly what you need to pack.

 

A traveler sitting on her colorful suitcase at the beach | Setting intent with writing

Photo by Anastasia Nelen on Unsplash.

Using Theme to Set Intent

When you sit down to start a new project, it’s vital to know what you want to say. Theme is a great way to begin. I always recommend approaching theme as a sentence rather than a word or phrase like friendship or coming of age. This way, the theme becomes more dynamic and engaging because it’s expressing what you want to say about that topic. Here are ways you could craft a theme:

Friendship → Friends help you find out who you are.

Coming of age → Growing up means taking responsibility for what you care about.

As you can see, these sentences go a lot farther in helping you decide what the story will be about. To find your own theme, consider the words or phrases you associate with your book. When you have a grasp of the topic, think about what you want to say about it. What perspective would you like to share with your readers?

Using Intent for Plot and Character

Once you’ve got your theme, you’ve set an intention for what you want to say. Now let’s look at the elements of the story itself: the plot and characters that will make it happen. How can you use these elements to support what you want to say? Let’s go back to the examples above to see how intention can help you decide what needs to be in your book.

In the first example, you might be looking at plot elements that touch on identity and the kinds of characters that will emphasize that thread:

Friends help you find out who you are.

→ Your main character is unsure where they fit into a new group, school, or neighborhood.

→ A talent show or contest is coming up, and everyone is expected to participate.

→ Something or someone has changed your main character’s perception of themselves for the worse.

In the second example, you might consider ways to show the difficulties kids face as they start becoming more independent.

Growing up means taking responsibility for what you care about.

→ Your main character is brainstorming ways to raise money.

→ Your character needs to help out with a younger sibling.

→ Maybe they plant a garden, start a club, or practice hard to make a sports team.

These are just a few ideas, but I hope you can see how intent can help you see ways to use your characters and plot to keep working towards your intention.

Using Intent for Tone and Mood

Intention can also help you make decisions on the scene and sentence level. If you want to write a scary story, for instance, you need to think about everything the story needs to make readers bite their fingernails and scooch to the edge of their chairs. That’s where word choice, imagery, and setting come into play. A scary story might emphasize light and dark, creepy noises, unusual smells, or bad tastes. On the other hand, if you’re writing a funny story, you might reach for brighter imagery, more playful narration, and breezier verbs.

Reach Your Destination

When you set your intention, you have everything you need to start writing. Now you can get to work choosing elements that will support the book; everything from characters to plot to the way it’s written. Intention will also help you finish and revise. You simply have to ask yourself, “Did I accomplish what I set out to do?” If the answer is no, you can revisit scenes or chapters that aren’t supporting the intention you set and make changes so the story can get back on track. Remember, only pack what you need for where you’re going!

Interested in how other writers get started? Check out this article from the Mixed-Up Files archives!

STEM Tuesday — Bioluminesence– Author Interview

Welcome to STEM Tuesday: Author Interview, a repeating feature for the fourth Tuesday of every month. Go Science-Tech-Engineering-Math!

Why are author interviews such an important part of STEM Tuesday? For one, it’s fun for kids (and adults!) to read about doing research and writing from the person doing the work. Plus, getting a glimpse into what it’s like to be an author can get kids (again – and adults!) excited about doing their own writing!

Now, let’s meet Stephen Aitken, who’s written or illustrated dozens of nonfiction books for kids! His newest book is Living Light: Conserving Bioluminescent Plants and Animals (Orca Book Publishers 2024), which explores the amazing world of creatures that generate their own light.

Andi Diehn: I didn’t realize that bioluminescence had evolved independently in different species with different chemicals working to produce the light. This is fascinating – does this make it more complicated to study?

Stephen Aitken: Bioluminescence has evolved independently in many different species, insects, jellyfish, fungi, etc. And yes, it does make their study more complicated – but it also helps us understand more about evolution. Bioluminescence is an example of convergent evolution, the phenomenon whereby different organisms evolve similar traits independently of each other. Animals and plants that make their own light need two things: a chemical reaction between a light-emitting molecule known as luciferin and another substance that sparks it, luciferase. It’s kind of like a match stick that needs a match box to set it alight. There are at least five different types in different organisms: fireflies, insects, and marine animals use several different types, and fungi and bacteria have their own type of luciferin and luciferase. To study these animals in their wild habitats – oceans, forests and caves – can require specialized equipment such as deep-sea submersibles and other equipment.

AD: Living art – I love the idea of incorporating bioluminescence into the art world. What can young readers gain from this merging of science and art?

Stephen: The natural world is a very inspiring source of creativity. Architects use the principles of natural structures to build, fine artists are inspired by colors and designs found in plants and animals from around the world. Bioluminescence shows the stunning visual displays of the natural world. When artists incorporate this into their work, it can help young readers see science as more than just facts and figures, as a world of beauty and wonder. This broadens their understanding of how deeply connected humans are to the environment, foster a sense of awe, and make science feel more accessible and engaging. By observing how artists use bioluminescence in creative ways, young readers may begin to think about how scientific knowledge can help solve problems in innovative ways. For example, it might inspire solutions for sustainable lighting or the creative uses of light in design. It may also teach them about sustainability in both science and art and reinforce the importance of protecting the environment.

I encourage young readers to imagine new ways of combining many different disciplines, in this case blending scientific knowledge with their artistic talents. Merging science and art encourages STEAM learning (Science, Technology, Engineering, Art, and Math), combining technical knowledge with creative thinking. This integration can be particularly motivating for young readers who might be more drawn to one subject but find new interest in the other. The intersection of science and art through bioluminescence provides young readers with an engaging, multi-sensory way to explore both creativity and the natural world, ultimately deepening their appreciation for both.

AD: I love your sidebars – life-saving plankton, tiny trackers to see how infections spread, and so much more. Why did you include these stories of how bioluminescent organisms can help humans?

Stephen: I think we humans are always looking for applicability. Stories of how nature inspired amazing scientific breakthroughs is always uplifting. The sidebar examples spark curiosity, develop problem-solving skills, and demonstrate that even small discoveries can make a big impact on our world, encouraging kids to explore the natural world around them.

AD: I love learning about the different uses of bioluminescence – bomber worm, dragonfish hunting with light, attracting mates. And the ones we need to guess about! Is it good for young readers to learn how much we don’t know?

Stephen: Great question. Short answer: YES! Science moves forward through building on the discoveries of the curious minded scientists that came before us. I think it’s important to show young readers how investigating what we don’t know is how great discoveries are made. But also, it’s vitally important to show that there is so much we DON’T know. There is a big world of question marks out there just begging to be turned into exclamation marks by young readers with curious minds.

AD: Your story about local schoolchildren helping collect fireflies – I love this early example of Citizen Science and also love your note about conservation. Why is it important that we continue to adjust the way we do science as we learn more about the repercussions of our actions?

Stephen: In the 1950s there were only two and half billion people in the world. There were more trees, healthier ecosystems, larger populations of animals and insects. Times have changed. The limits of the Earth we live on are becoming more evident. It’s important to keep improving how we do science because as we learn more, we discover new ways our actions can impact the planet, people, and animals. By adjusting our methods, we can avoid harming the environment, make better inventions, and solve problems like pollution or disease. Science is about learning, and we get better at protecting the world when we change how we do things based on what we’ve learned. This helps us create a safer, healthier future for everyone. Our oceans and skies are not infinite and cannot handle everything that we throw into them. Science does not have all the answers and we have to keep questioning the repercussions of all our meddling in the natural world.

AD: A lot of the creatures in your book work together, either in a colony of the same species or in smaller symbiotic relationships. How might kids see this reflected in the human world they’re a part of?

Stephen: Yes, in nature, creatures work together to survive, like ants in colonies or microbes like bacteria helping animals through symbiotic relationships. We see this in the human world too—people working together as teams in school, sports, or communities. When we cooperate, we solve problems faster, share skills, solutions, and support each other. Teamwork can help everyone succeed and make life better for everyone!

AD: Your story about refusing to experiment on live dogs – why is it important to include that kind of anecdote in a science book for kids? What do they learn from it?

Stephen: All living creatures have feelings. We can only imagine what they are experiencing. When I was studying physiology, the paradigm was that animals only functioned through instinct and lived in a programmed way. Anyone who has spent time with animals knows in their heart that this is not true. Animals have feelings and can be incredibly intelligent and intuitive at times. We need to honor this and have respect for all life on Earth. Since those years in the physiology lab, society has changed, science has changed. Animal rights now have a voice. Concerned citizens have started to defend them. We have no right to torture or treat animals as inanimate objects, valuable only for our own purposes. This is an outdated way of looking at the natural world.

AD: The tension about science that can both harm the world and help it – why is it important to have these conversations with students?

Stephen: It’s important to talk with students about how science can both help and harm the world because it teaches them to think carefully about the choices we make. Science can lead to amazing things, cure diseases and protect the environment, but it can also cause problems like pollution or harming animals. By having these conversations, kids learn to ask important questions, make responsible decisions, and understand that using science wisely can lead to a better future for everyone. It helps them see that their actions matter in making the world a better place. It also teaches them that we can make discoveries while still being responsible and respectful to all life forms.

AD: Are there any questions I didn’t ask that you’d like to answer?

Stephen: “What’s my next book and how do you come up with your ideas?” Thanks for asking 😁.  Researching Living Light was really inspiring for me ­– bioluminescence is magical. I got the chance to interview scientists, biochemists, marine biologists and taxonomists, all of whom were doing incredible work in this field. The more I study the natural world, the more treasures I find. Also, I continue to find links between scientific disciplines and I love that! Discovering that bioluminsecent animals produced different colors of light, that florescence in some reptiles and insects is different from bioluminescence, and the principles of iridescence in bird feathers, chameleon skin and fish scales. All this made me stop and think about why animals use color and how does it help them to survive. That was the spark that lit the fire for my upcoming book, Nature’s Palette: Color and Survival in the Animal Kingdom scheduled for publication next year.

Writing books is my life. It’s my way of understanding the fascinating world around me. I love it and I’m pretty darn sure I will never ever run out of things to write about for young readers.

 

Stephen Aitken is a biologist, artist and author. Despite an early brush with nyctophobia (fear of the dark), he became fascinated with bioluminescence while researching a book he wrote on the dangers of light pollution. Stephen’s books fulfill (and sometimes feed) his longing to conserve the living creatures that share and enrich our planet. He has written and illustrated many picture books, chapter books and close to a dozen nonfiction books for middle-grade readers on topics including the climate crisis, the impact of artificial lighting on ecosystems (Saving the Night), the role of sound in conservation (Listen Up!) and other topics that encourage living in harmony with life on Earth. Stephen is the cofounder and executive secretary of Biodiversity Conservancy International, a registered Canadian charity, and is editorial director of the science journal Biodiversity, published in partnership with the Taylor & Francis Group. To see more of his books and art, please visit stephenaitken.com.

 

Use Four Acts to Get Through the Murky Middle

Focus on the Midpoint

When I outline a novel or graphic novel, I love to reference Save the Cat. If you’re not familiar with this plotting method, it’s based on screenplays and breaks a movie into Act 1 (the first 25% of the book), Act 2 (the next 50%), and Act 3 (the last 25%).

I more or less stick to this, except I put even more emphasis on the midpoint.

A strong midpoint not only gives the reader a high-impact scene to break up the long slog of the middle, but it’s a great chance to change up gears. In fact, I try to make this moment so huge that it effectively breaks that long Act 2 into two acts, so each of the four acts is 25% of the book.*

Act=Goal

To do that, I think of each act as a goal for the MC. Act=goal.

So, in a sense, the flow of a novel could look like this:

  • Act 1: the MC is pursuing a goal, one that makes sense for their ordinary world. Then a catalyst happens to either put that goal in jeopardy or catapult it forward.
  • Act 2: Reacting to that catalyst, the MC sets forth to achieve a new goal. Then another catalyst happens (the Midpoint) that either puts that goal in jeopardy or catapults it forward.
  • Act 3: repeat, bringing us to the All is Lost moment, which is the catalyst for the last act.
  • Act 4: reacting to the All is Lost, the MC makes a final goal.

Sometimes the catalyst in each act is subtle. Sometimes it’s an accumulation of things learned in the act up to that point. Sometimes it’s huge, like a bombshell of information. Whatever it is, each catalyst prevents the MC from continuing to pursue the goal that they are currently on; they have to change gears.

Examples

Star Wars

Let’s look at how this works in Star Wars: A New Hope.

Act 1

  • Goal: Set up droids on the farm.
  • Catalyst: Ben Kenobi asks Luke to go with him to Alderaan and Luke’s aunt and uncle are killed, making his Act 1 goal of getting the droids set up on the farm irrelevant.

Act 2

  • Goal: Get the plans to Alderaan.
  • Catalyst: The Death Star blows up Alderaan and captures the Millennium Falcon.
image from Star Wars: A New Hope. Standing behind Han Solo, Obi Wan looks tense, gazing at something in front of them, saying "That's no moon."

Our Star Wars heroes are about to discover that they cannot achieve their Act 2 goal.

Act 3

  • Goal: Rescue the princess from the Death Star
  • Catalyst: They escape, but the Death Star follows them to the hidden rebel base.

Act 4

  • Goal: Destroy the Death Star to save the rebel base.
  • Result: Luke destroys the Death Star.

Other Examples

Movies:

  • Raiders of the Lost Ark (this goal shift is huge, as Indy’s goal goes from finding the Ark to getting it back from the Nazis; in fact, the entire second half of the movie is Indy trying to get and keep the Ark from the Nazis)
  • Monsters, Inc. (this is subtle, but Sully switches from wanting to save his career to wanting to save Boo, a goal shift that causes conflict with Mike)
  • Lion King
  • Up

Books: The Last Mapmaker and A Wish in the Dark by Christina Soontornvat are great examples of the main character’s goal shifting in at the midpoint.

Does It Really Matter?

I don’t think it matters to the reader whether you outline your story with a goal change in the middle, as long as the story moves along. But as the writer, I find splitting up that long middle to be incredibly helpful for getting through the murky middle. Basically, it’s chunking up a huge task into two more manageably sized tasks.

For example, imagine you’re writing Star Wars. Woud it be easier to plot if you had a list of goals for Luke that were:

  1. Set up droids on the farm
  2. Get plans to the rebel alliance
  3. Destroy the Death Star and save the rebels

Or:

  1. Set up droids on the farm
  2. Get plans to Alderaan
  3. Rescue the rebel princess and escape to the rebel base
  4. Destroy the Death Star and save the rebels

You could interpret Star Wars either way, but personally, I would find the second to be much easier to build a story around. The specificity helps me to keep the middle of the book moving along. It would give me something more concrete to write toward.

I can think of many stories that do not approach the Midpoint this way. (I can think of many that don’t even really have a Midpoint shift). But if you’re stuck in the murky middle, try breaking that long Act 2 into two goals, and give each a catalyst that disrupts that goal.

*For more information on four-act stories, click here to read about Joyce Sweeney’s plot clock.