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Middles answer "What is the problem and how does it get solved?" The middle adds complications, unexpected happenings and seemingly insurmountable problems. In another word, CONFLICT. After the five "Ws" of writing, who, what, where, when, why, comes how. The how happens suspense. Not like a mystery, but suspense that builds to solve whatever problem the writing entails. Action and tension contribute to suspense.
Action may go up, dip a little and head up again until it reaches a point of no return, a breaking point, the darkest moment. For every action there is a reaction.
Now some basics for writing the story.
Who is your audience? To get across an idea, pretend you are talking to one member of that audience. What does that person need to know about the story you are telling them? Where might they ask a question? Answer the questions before they have a chance to interrupt and ask.
As you write, be sure to have a dictionary or Flip Dictionary/Thesaurus handy. A Flip Dictionary is a form of Thesaurus. It lists words similar to ones you use in your story and helps eliminate "echo" words (often repeated words). These resources allow you to be specific in your writing.
In being specific, you'll need to replace “it” with the name of something. Be aware that new writers, as well as experienced, sometimes place "it" to refer to the wrong noun. If you substitute the name of something for "it", the message will be clear.
Say what you mean. Adjectives and adverbs can be misleading. For instance: "Our first cruise was incredible." What does incredible mean? Good or bad? Actually, we looked out the back of the ship at blue skies filled with fluffy white clouds, unlike the sky out the front – black. During the night, waves swelled to 48 feet and continued throughout the day. We rode the crests of Hurricane Gordon. Yes, the trip was incredible, but a better word to describe the trip adds the proper meaning. Be specific.
Next blog will talk about the often used term "Show don't tell."
Thursday, February 3, 2011
Monday, January 31, 2011
Hectic times
I thought once the Holidays ended, I'd have more time. Wrong!! Last week was one of those weeks when I hardly had time to breath. Unfortunately, this week will be no different.
So, I'll pass on some writing tips I used in my "Passing On Your Personal Stories" class. These are basic tips to get started in writing.
Beginnings catch the reader's attention and make the reader want to know more. Gives a hint to the problem.
Middles add complications, unexpected happenings, seemingly insurmountable problems, and builds suspense.
Ends resolve everything in a satisfactory way.
Beginnings form the second chance to attract the reader. What is the first? A good title. However, many writers use a working title before they choose that special grabber of a title. Check the titles on your book shelves. Do they hook you to look into the book?
The opening sentence should hook the reader. Starting in the middle of an action creates that hook. Otherwise, begin with one or a combination of action, character, dialogue, situation, setting and mood or Story theme or philosophical idea.
According to Kathleen Phillips in How to Write a Story, some authors think "action and character openings, especially when combined with dialogue are the strongest and best attention getters." She lists on pages 84-85 these examples: Ken Follett's The Pillars of the Earth, E.B. White's Stuart Little, Lloyd Alexander's The Cat Who Wished to Be a Man, Mary Peace's Fireflies, George Orwell's 1984, Daphne du Maurier's Rebecca, Charles Dicken's A Christmas Carol, and Clive Barker's Dread, to name a few.
I suggest you look at books on your shelves or go to a library, randomly choose titles, and read the first lines. Be aware, that not all first lines represent good examples. You make the decision if the line hooks the reader.
After you've hooked the reader, the next few paragraphs should determine the who, what, when, where and why of the story as soon as possible. The "how" details fill in the middle. Let the reader know something about the story.
The next blog will discuss some specifics about middles.
So, I'll pass on some writing tips I used in my "Passing On Your Personal Stories" class. These are basic tips to get started in writing.
Beginnings catch the reader's attention and make the reader want to know more. Gives a hint to the problem.
Middles add complications, unexpected happenings, seemingly insurmountable problems, and builds suspense.
Ends resolve everything in a satisfactory way.
Beginnings form the second chance to attract the reader. What is the first? A good title. However, many writers use a working title before they choose that special grabber of a title. Check the titles on your book shelves. Do they hook you to look into the book?
The opening sentence should hook the reader. Starting in the middle of an action creates that hook. Otherwise, begin with one or a combination of action, character, dialogue, situation, setting and mood or Story theme or philosophical idea.
According to Kathleen Phillips in How to Write a Story, some authors think "action and character openings, especially when combined with dialogue are the strongest and best attention getters." She lists on pages 84-85 these examples: Ken Follett's The Pillars of the Earth, E.B. White's Stuart Little, Lloyd Alexander's The Cat Who Wished to Be a Man, Mary Peace's Fireflies, George Orwell's 1984, Daphne du Maurier's Rebecca, Charles Dicken's A Christmas Carol, and Clive Barker's Dread, to name a few.
I suggest you look at books on your shelves or go to a library, randomly choose titles, and read the first lines. Be aware, that not all first lines represent good examples. You make the decision if the line hooks the reader.
After you've hooked the reader, the next few paragraphs should determine the who, what, when, where and why of the story as soon as possible. The "how" details fill in the middle. Let the reader know something about the story.
The next blog will discuss some specifics about middles.
Thursday, January 27, 2011
Russell Book
I discovered amazon.com is already shipping the pre-orders for HOW THE WEST WAS DRAWN: COWBOY CHARLIE'S ART. Guess they received their copies as early as I. If you order from them, once you receive your copy, post a review. I hope you'll be favorable!!! Share the information with your friends. Thanks.
In the meantime, think about ways to use the book with your children or grandchildren, which depends on their age. Toddlers and preschoolers need only look at the pictures and answer one of the questions. As they age, ask another question and finally read a little information in the text. Lower middle graders can tour the art on their own or with a little guidance. Upper middle graders are certainly able to read and answer on their own or with a friend. All might even look at my picture and pretend I am talking to them.
Next, take the children to a museum - the size of the museum is not important. Looking at any pictures will do, not just art masterpieces. Use some of the activities in the Introduction, especially the language arts, to expand a child's looking techniques. On each museum visit play another game, or, repeat those you've already practiced. In a gallery, assign a project, let them choose which object to use, you participate too, then meet and discuss.
Another game to play is a treasure hunt. In a gallery, choose one object. Describe it with three clues such as the color, shape, medium, something in the painting or whatever you determine serves as a clue. Then, have the child guess which object you've chosen. However, don't let them guess until they have given you three clues back which can be answered with a yes or no. For example: Is there a soldier on a horse? Does one man wear a red sash? Are there words around the picture? Which picture from the book did I use? The letter.
Next have the child choose an object.
Many more games or ideas are on my website, http://www.lindaosmundson.com/. Check them out.
In the meantime, think about ways to use the book with your children or grandchildren, which depends on their age. Toddlers and preschoolers need only look at the pictures and answer one of the questions. As they age, ask another question and finally read a little information in the text. Lower middle graders can tour the art on their own or with a little guidance. Upper middle graders are certainly able to read and answer on their own or with a friend. All might even look at my picture and pretend I am talking to them.
Next, take the children to a museum - the size of the museum is not important. Looking at any pictures will do, not just art masterpieces. Use some of the activities in the Introduction, especially the language arts, to expand a child's looking techniques. On each museum visit play another game, or, repeat those you've already practiced. In a gallery, assign a project, let them choose which object to use, you participate too, then meet and discuss.
Another game to play is a treasure hunt. In a gallery, choose one object. Describe it with three clues such as the color, shape, medium, something in the painting or whatever you determine serves as a clue. Then, have the child guess which object you've chosen. However, don't let them guess until they have given you three clues back which can be answered with a yes or no. For example: Is there a soldier on a horse? Does one man wear a red sash? Are there words around the picture? Which picture from the book did I use? The letter.
Next have the child choose an object.
Many more games or ideas are on my website, http://www.lindaosmundson.com/. Check them out.
Tuesday, January 25, 2011
More Promotion
As a first book novice, I ask probably some dumb questions of my publisher. Friends, new acquaintances and professionals offer kinds of promotion suggestions. For instance, retired school personnel attended my memoir class on Saturday. Other students relayed information on museums unknown to me. All wanted to help me promote. Isn't that kind and considerate?
Librarians peruse book jobbers lists, especially Baker and Taylor. I wrote my contacts at Pelican to see if they list with that particular book jobber and they do. Librarians also depend on School Library Journal for reviews of books. Pelican sends review copies to them. I learned more about my publisher and how they promote. The goal remains to contact every possible entity which might speak in the author's favor.
Some class members drove from Cheyenne and suggested museum names to contact which were unknown to me. Now I have a lot of work to do.
On Friday I discovered the 255 pounds (10 boxes) of books I ordered fit nicely stacked in my office draped with a table cloth to give the appearance of a piece of furniture. Thank goodness the box sizes are small compared to what I imagined! Two stacks of unboxed books on top remind me to keep promoting.
One last note - don't forget to thank people. I spent Saturday writing notes of thanks to all my contacts at Pelican commending them for a job well done. The book looks fantastic and I am honored to have worked with Pelican Publishing. Now my job begins. Check my website for upcoming events.
Librarians peruse book jobbers lists, especially Baker and Taylor. I wrote my contacts at Pelican to see if they list with that particular book jobber and they do. Librarians also depend on School Library Journal for reviews of books. Pelican sends review copies to them. I learned more about my publisher and how they promote. The goal remains to contact every possible entity which might speak in the author's favor.
Some class members drove from Cheyenne and suggested museum names to contact which were unknown to me. Now I have a lot of work to do.
On Friday I discovered the 255 pounds (10 boxes) of books I ordered fit nicely stacked in my office draped with a table cloth to give the appearance of a piece of furniture. Thank goodness the box sizes are small compared to what I imagined! Two stacks of unboxed books on top remind me to keep promoting.
One last note - don't forget to thank people. I spent Saturday writing notes of thanks to all my contacts at Pelican commending them for a job well done. The book looks fantastic and I am honored to have worked with Pelican Publishing. Now my job begins. Check my website for upcoming events.
Thursday, January 20, 2011
Promotion continued
I discovered a little late how to contact schools about presentations. I emailed each school principal in Cheyenne before I learned.
If you want presentations advertised to schools, write the Media Director. Individual schools have one and there is a Media Director for each school district. I've heard from both. But, beware!
I offered local districts, or those not too far away, free presentations for the remainder of the school year. In checking with some local authors, I found they did the same for a short period - 6 mos. to a year. However, after that, they determined a set rate for visits.
Authors stick together on pricing or at least charging for their services. Two reasons: 1. If there is no charge, people think that is what you are worth - nothing. 2. Authors want a consistency, not in what is charged but that there is a charge in the first place.
Author's services have a value. I'm talking to myself now because I find it hard to charge schools when budgets are tight, or even charge period! My publisher, Pelican, gives schools a 40% discount. Then the school can charge the retail price and literally pay for the author visit. Course, they have to do some promotion to get parents to buy the books. I remember one author agreeing to visit for free, but, instead, required each child buy a book.
Because I have only one published book and no known reputation as yet, I charge $100 per classroom. If I visit one class, my book costs the school about $10.50 each and can be sold for the retail price of about $17 - a profit of $6.50. Let's estimate the profit at $6. That times 20 children equals $120 or $20 over the cost of my visit. Any other books sold are pure profit.
That said, I received a couple of emails wanting me to either extend the free offer into next year or send a free book to the school. All my advisors said a loud "NO." We'll see how many jobs I received.
If you want presentations advertised to schools, write the Media Director. Individual schools have one and there is a Media Director for each school district. I've heard from both. But, beware!
I offered local districts, or those not too far away, free presentations for the remainder of the school year. In checking with some local authors, I found they did the same for a short period - 6 mos. to a year. However, after that, they determined a set rate for visits.
Authors stick together on pricing or at least charging for their services. Two reasons: 1. If there is no charge, people think that is what you are worth - nothing. 2. Authors want a consistency, not in what is charged but that there is a charge in the first place.
Author's services have a value. I'm talking to myself now because I find it hard to charge schools when budgets are tight, or even charge period! My publisher, Pelican, gives schools a 40% discount. Then the school can charge the retail price and literally pay for the author visit. Course, they have to do some promotion to get parents to buy the books. I remember one author agreeing to visit for free, but, instead, required each child buy a book.
Because I have only one published book and no known reputation as yet, I charge $100 per classroom. If I visit one class, my book costs the school about $10.50 each and can be sold for the retail price of about $17 - a profit of $6.50. Let's estimate the profit at $6. That times 20 children equals $120 or $20 over the cost of my visit. Any other books sold are pure profit.
That said, I received a couple of emails wanting me to either extend the free offer into next year or send a free book to the school. All my advisors said a loud "NO." We'll see how many jobs I received.
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