Learning from Picture Books – MITZI TULANE, PRESCHOOL DETECTIVE in WHAT’S THAT SMELL? by Lauren McLaughlin & Debbie Ridpath Ohi

I enjoyed this sweet, funny book about a young girl and her family.

Summary from the publisher:

Mitzi Tulane may be only three years old, but she sure knows how to follow a trail of evidence and solve tough mysteries. From the strange happenings in the kitchen to the sudden arrival of every family member she’s ever met, Mitzi pieces together the clues and (finally) realizes that she’s . . . in the middle of her own surprise birthday party!

Kids and parents will laugh along as Mitzi sorts through not-so-subtle hints and comes to her conclusions. Readers will love figuring out the surprise ahead of the private-eye protagonist! Debbie Ridpath Ohi’s bouncy illustrations bring an extra layer of fun to Lauren McLaughlin’s clever story.

Mitzi Tulane, Preschool Detective in What’s That Smell? was written by Lauren McLaughlin and illustrated by Debbie Ridpath Ohi. It was published in 2017 by Random House Children’s Books.

Opening:

“Mitzi Tulane knew every smell that came from her kitchen. As a detective, it was her job to know what happened at 123 Maple Street.”

My Thoughts as a Writer:

I really liked the idea of Mitzi being a detective to find out more about what was happening in her own house. It’s also very sweet that she turns to her baby brother, Kev, to think things through. The author has nicely shown the perspective of a young child with Mitzi’s observations and conclusions (“Everyone one in the whole wide world was standing in Mitzi’s living room.”) The illustrations follow this same perspective and most scenes depict the world around Mitzi from her eye level. I also enjoyed the subtle humor that often seemed designed to give adult readers a chuckle.

My Thoughts as a Teacher:

I don’t often come across fiction picture books that focus on the sense of smell, and I liked the concept of using it to solve a mystery. This different way of telling a story about a birthday was refreshing. The illustrations show diversity in the skin colors of family members, and it was interesting to read interviews with Debbie that explained the reasoning for her artistic choices (http://debbieohi.com/bk-mitzi-creation/).

Ages: 2 - 5

Grades: preK - 1

Themes:  birthdays, family, detectives

Activities:

Draw a picture of your own birthday party. Who was there?

Go on a “smelling walk.” Use your nose to smell what’s in the air around you and try to identify what you are smelling.

What is your favorite smell? Draw pictures or make a list of smells you like—and smells you don’t like.

Check out the Teacher's Guide on Debbie Ridpath Ohi's site for more activities.

Ten Non-Food Ways to Use Taste in Writing

Descriptions that draw on the senses of sight or hearing sometimes seem to come more naturally than some of the other senses, such as taste. Even though taste can evoke powerful memories and associations, it's usually only related to eating and food (as follower Marcia Hoehne pointed out in commenting on an earlier post about writing with the five senses). That got me thinking.

Are there other situations for using the sense of taste that aren't related to food? Here's what I've come up with from my perspective as a children's writer:

1. Snow

2. Medicines

3. Wind/air/dust blown into your mouth

4. Swimming in a pool

5. Swimming in the ocean

6. Nervous behaviour - Some kids chew on clothing, pencils, Lego bricks, and other non-food substances.

7. Blood, sweat or other body substances

8. Dirt (e.g., eaten on a dare or randomly during play)

9. Toothpaste, dental tools and substances

10. Shampoo, soap or other stuff that accidentally gets in your mouth

Can you think of any others? (Keep it clean, kids may read this blog.)

Use Smells and Tastes for Powerful Writing

Most writers have heard how important it is to use all the senses to make a story come alive. But sometimes it's difficult to find the right words, especially when it comes to describing smells or tastes. Here are some tips for using smells and tastes in your writing:

Write what comes naturally. Trying to put smell and taste in every situation will seem unnatural. Some settings lend themselves to describing tastes or smells more than others. Use it where it fits -- to introduce a memory, to add richness to a setting or situation, to bring out character.

Use the emotion. Smells and tastes are strongly connected to experiences and feelings -- the cinnamon scent of grandma's cookies, the faint smell of your boyfriend's scent on a pillow, the antiseptic smell of the hospital where Dad was sick. Tying smells and tastes to feelings in your writing can strengthen the emotion.

Make comparisons. There really aren't that many words to describe smells or tastes compared to vision, so it's often useful to compare an unfamiliar smell or taste to a familiar (and interesting) one.

Be specific. Using a specific descriptor always creates a sharper image than a vague one. Think about the word "stink". "The stink of wet dog" evokes a totally different sensation than "smelly sock stink" or "onion breath stink".

More considerations when using smells and tastes in writing for children:

Character reactions. Reactions to smells and tastes reveal character. A fussy kid is bothered by strong tastes and smells. Some people are "supertasters" and react to even a hint of a taste. You can give your character an interesting quirk by giving him a specific smell or by having her always react strongly to a particular taste.

Background and range of experience. Here I go again, talking about filtering everything through the main character's perspective. But it's so important for using tastes and smells effectively. Your character's background affects the way they experience the world. The expression "sour as a lemon" only works if your character has seen or eaten a lemon. Since I write MG, the smells and tastes I include need to be relevant to the age group of my readers - think "bubble gum" vs. "fine wine."

Cliches. Be aware of whether your sensory comparisons for taste and smell are cliched. Sometimes you want them to be. "Sour as a lemon" evokes a specific taste and can get a point across quickly. On the other hand, using too many cliched expressions could make your writing seem stale or ordinary.

Sensory overload. A choice word here or there can sometimes be more powerful than a long description. When writing for kids, go for a word or phrase with a strong image and leave out the wordy descriptions. How much detail do you need for each sense? Do you need to include all the senses in every description?

Do you have any tips on using smell and taste in your writing? Have you read any children's books that are good examples of how to write with smells or tastes?

Links:
*If you know of any other useful links about using the senses, let me know and I'll include them.

 
Feed Your Senses and some ways to use Common Senses at Paranormal Point of View.

Karen Strong has some great examples of effective scenes that use smell and taste.

Some strategies for getting in touch with your senses at Adventures in Children's Publishing.

Over at the Do It Yourself Degree in Creative Writing, you'll find some tips on using each of the senses in Writing Through the Senses.

The Language of the Senses makes some interesting points about how the senses are handled differently in writing.

Jess at the Falling Leaflets talks about writing with the five senses.

Faith Hunter discusses ways for writing with taste and smell.

Check out this in-depth article on writing with the sense of smell by Chip Scanlan.

At The Bookshelf Muse, you'll find an invaluable resource for describing emotions, textures, weather, and settings.

See also my posts on Words for Describing Smells and Ten Non-Food Ways to Use Taste in Writing.

Writing With All of Your Senses

When I write, I tend to rely on vision, touch and hearing.

This helps me conceptualize the world my character experiences. I imagine the hazy sky as she tramps through the woods in the early morning and the way the long grass brushes against her legs as she walks. I can almost hear the rustling of her clothing and the birds calling to each other in the distance. By imagining myself in the situation, it's usually easy to find ways to describe sounds, sights and what my character feels.

I find I'm less likely to think about tastes and smells without remembering to work at it. This surprises me, since smells and tastes are a huge part of my life. I'm usually the first in my household to notice the reek of the garbage or the soured milk.

Have you ever examined your writing to see which of the five senses you include the most when you write? Which one(s) do you have to work at?