According to Dictionary.com, a mannerism is “a habitual or characteristic manner, mode, or way of doing something; a distinctive quality or style, as in behavior or speech.” In writing, mannerisms are used for several purposes:
Adding authenticity. Details of behaviour and habits help to make characters realistic.
Distinguishing characters. Unique habits or actions set characters apart.
Showing personality or emotions. Effective mannerisms fit the situation and/or personality of the character. They have a purpose, adding another layer to your story.
Do kids have different mannerisms than adults? Definitely. For example, a nervous kid might chew on their sleeve, whereas an adult might instead rub their lip. In writing for middle graders, you want to capture mannerisms that are specific to kids. Good ways to come up with kid-friendly mannerisms:
1. Search through your memory and list all the different mannerisms you remember from childhood friends and relatives. Here are a few to get you started:
-chewing erasers off pencils
-jiggling a leg at the table
-scraping at fingernail polish
-bouncing instead of standing still
-mimicking an adult with a deep voice
-standing and observing instead of getting into the action
-pretending to kick a ball while standing in a group
-clutching at a shirt
-nibbling instead of taking big bites
2. Use your powers of observation and study real kids in action. Pay special attention to details of action, speech and even how they might be subtly showing feelings.
3. Read MG books to get a feel for how other authors use mannerisms to develop their characters.
4. Watch child actors in movies or TV to get a feel for actions that might set your characters apart.
Okay, so now you have a list of kid's mannerisms. How do you use them in your writing?
Remember less is more. Too much focus on mannerisms could detract from your characters and story. A couple of mannerisms are probably enough for each main character. Don’t overwhelm your reader. Choose your details carefully and make them count.
Be consistent. Make sure those carefully crafted mannerisms stay with your character all the way through your story. One tip is to keep a list of mannerisms and traits associated with each character and use it to check for consistency during revisions.
Try to be original. How many books have you read where people roll their eyes when they are exasperated? Or where their lips tremble when they’re feeling upset? While sometimes using these almost universal mannerisms can get across what you want, other times you might want your character to show more individuality. Think up a unique behaviour that you haven’t seen in every MG novel you’ve read for at least one of you character's mannerisms.
Have you noticed or used any effective mannerisms in your writing? Do you have any tips to share?
Links:
As always, if you are aware of any additional links that would be useful, let me know and I’ll add them.
Mervyn Love discusses the basics of using mannerisms.
This great article at Plot to Punctuation teaches you how to use mannerisms to strengthen characters during the revision process.
Wendy Toliver over at Books, Boys, Buzz gives some excellent advice on how to use body language to bring out character.
Here's a peek at some common kid mannerisms related to stress to help get you thinking about those details of how kids behave.
Nicole Humprey talks about thinking beyond obvious mannerisms in trying to capture a person’s uniqueness.
Wednesday, April 6, 2011
Monday, April 4, 2011
Stop Writing To Think
This probably sounds crazy, but I sometimes feel so caught up in the need to use any spare moment for writing that I forget to take time to think. As I move along with rephrasing, adding emotions, or enriching descriptions, I'm thinking, but not deeply enough.
It's usually a comment by a critique buddy that makes me stop and really consider one of the elements I've put into my story. Does it need to be there? Why did I put that there? How can I make it work? Lately, I've been stopping a lot, even for elements that seem to be working, to think, 'What if...'
And it's been exciting. Even when I thought I had my story all worked out, thinking about what might happen if one element was a little different has led me to changes that increase tension, deepen character motivation and streamline the plot.
Do you ever ask "what if" when you're revising?
It's usually a comment by a critique buddy that makes me stop and really consider one of the elements I've put into my story. Does it need to be there? Why did I put that there? How can I make it work? Lately, I've been stopping a lot, even for elements that seem to be working, to think, 'What if...'
And it's been exciting. Even when I thought I had my story all worked out, thinking about what might happen if one element was a little different has led me to changes that increase tension, deepen character motivation and streamline the plot.
Do you ever ask "what if" when you're revising?
Friday, April 1, 2011
Friday Fun - Taking a Look at Writing Habits
I don't usually do blog awards, but because Girl Friday passed one along (thank you!), I've decided to share seven things related to my writing habits:
1. My best writing time is first thing in the morning, even though that's not always when I actually get to do any writing. Sometimes if I'm really intrigued in my project, I write in the evenings too.
2. I never write on Thursday nights if new episodes of Grey's Anatomy and Private Practice are on.
3. Don't even think about what my desk looks like. I could never do one of those lovely interviews about my writing space unless I spent a couple of days (or weeks) tidying up.
4. My ideal readers are my notoriously hard-to-please daughters.
5. I have 20 notebooks full of snippets of my life and writing projects, ideas, and inspiration and information about writing. I'm working on my 21st.
6. My favourite day of the week for writing is Saturday, because I can usually write for a few hours without interruptions.
7. I used to write picture books, but after I had no luck getting any of them published, I decided to move on to middle grade novels (those ideal readers got older, too). Ironically, I'm now working on a picture book for a freelance project.
8. Okay, I said 7 but I thought of another one. You may have noticed that my blog doesn't have many (or any) pictures. That's because I used to have an older computer that seriously objected to loading up images. Of course, I've had a new computer for at least 6 months...but I imagine there are some readers out there who might have trouble loading up blogs that are heavy on visuals too.
Do you have any interesting writing-related habits? Do share!
1. My best writing time is first thing in the morning, even though that's not always when I actually get to do any writing. Sometimes if I'm really intrigued in my project, I write in the evenings too.
2. I never write on Thursday nights if new episodes of Grey's Anatomy and Private Practice are on.
3. Don't even think about what my desk looks like. I could never do one of those lovely interviews about my writing space unless I spent a couple of days (or weeks) tidying up.
4. My ideal readers are my notoriously hard-to-please daughters.
5. I have 20 notebooks full of snippets of my life and writing projects, ideas, and inspiration and information about writing. I'm working on my 21st.
6. My favourite day of the week for writing is Saturday, because I can usually write for a few hours without interruptions.
7. I used to write picture books, but after I had no luck getting any of them published, I decided to move on to middle grade novels (those ideal readers got older, too). Ironically, I'm now working on a picture book for a freelance project.
8. Okay, I said 7 but I thought of another one. You may have noticed that my blog doesn't have many (or any) pictures. That's because I used to have an older computer that seriously objected to loading up images. Of course, I've had a new computer for at least 6 months...but I imagine there are some readers out there who might have trouble loading up blogs that are heavy on visuals too.
Do you have any interesting writing-related habits? Do share!
Wednesday, March 30, 2011
L is for Language
When it comes to the language you use when writing for middle graders, simple is usually better. But that doesn’t mean you need to “dumb down” your writing for kids. I find that using language at a level you would normally use when speaking is effective when writing for middle graders, whether you are writing narrative or dialogue. Here are a few considerations for making decisions about using language:
Vocabulary. Because middle graders are curious, it doesn’t hurt to sprinkle in some interesting vocabulary. New words can be fascinating. Just be sure not to overwhelm your readers. You want to write a good, readable story, not one that will make your readers drop the book because it’s too much like decoding a weird alien language (though see point #4).
Swearing. While most 9- to 12-year-old readers will have heard (and possibly used) “bad words”, parents still figure strongly in their lives and may have opinions about what they are able to handle emotionally. Also, many middle grade books are sold through school book clubs, signed out at school libraries and/or studied in class. A general rule of thumb is to avoid or use only mild swearing when writing for middle graders. Otherwise, you may be limiting your marketability. If you do decide to include swearing in your story, use it sparingly. One alternative is to make up your own “nonsense” swear word or phrase as a replacement for a contentious word.
Slang. Although slang can add realism to your writing and dialogue, it can be tricky to pull it off so that it sounds like a real kid, rather than an adult trying to sound like a kid. The best way to find out what kids are saying is, well, go listen to some kids talking. Keep in mind that what’s cool/hip/hot/rad this year may not be by the time your story gets published.
Foreign languages. I love the authenticity that develops from using cultural words and expressions in stories (e.g. Linda Sue Park’s novels). It adds a layer of depth to the story and it’s interesting to learn how you say things in a different language. This holds true for the made up words in fantasy or other world stories. Again, the key to doing this effectively is to not overwhelm the reader (three or four new expressions per chapter at most).
Do you have any pet peeves (or great tips) for using language effectively?
Links:
Check out these thoughts from a school librarian on using coarse language in middle grade fiction at Susan Kaye Quinn’s Ink Spells.
Another opinion on swearing in children’s fiction at Throwing Up Words.
Over at Let the Words Flow, a few agents and writers weigh in on swearing in YA.
Candy Gourlay has posted some great tips for using slang effectively at Notes from the Slushpile.
Beth Revis talks about using evolved language in futuristic writing at The League of Extraordinary Writers.
Elizabeth Craig asks some questions to help you decide whether or not to use profanity.
Over at From the Mixed Up Files, Rosanne Parry talks about whether or not to use profanity in middle grade fiction.
*If you know of any other links on using language in middle grade writing, let me know and I'll add them to the list.
Vocabulary. Because middle graders are curious, it doesn’t hurt to sprinkle in some interesting vocabulary. New words can be fascinating. Just be sure not to overwhelm your readers. You want to write a good, readable story, not one that will make your readers drop the book because it’s too much like decoding a weird alien language (though see point #4).
Swearing. While most 9- to 12-year-old readers will have heard (and possibly used) “bad words”, parents still figure strongly in their lives and may have opinions about what they are able to handle emotionally. Also, many middle grade books are sold through school book clubs, signed out at school libraries and/or studied in class. A general rule of thumb is to avoid or use only mild swearing when writing for middle graders. Otherwise, you may be limiting your marketability. If you do decide to include swearing in your story, use it sparingly. One alternative is to make up your own “nonsense” swear word or phrase as a replacement for a contentious word.
Slang. Although slang can add realism to your writing and dialogue, it can be tricky to pull it off so that it sounds like a real kid, rather than an adult trying to sound like a kid. The best way to find out what kids are saying is, well, go listen to some kids talking. Keep in mind that what’s cool/hip/hot/rad this year may not be by the time your story gets published.
Foreign languages. I love the authenticity that develops from using cultural words and expressions in stories (e.g. Linda Sue Park’s novels). It adds a layer of depth to the story and it’s interesting to learn how you say things in a different language. This holds true for the made up words in fantasy or other world stories. Again, the key to doing this effectively is to not overwhelm the reader (three or four new expressions per chapter at most).
Do you have any pet peeves (or great tips) for using language effectively?
Links:
Check out these thoughts from a school librarian on using coarse language in middle grade fiction at Susan Kaye Quinn’s Ink Spells.
Another opinion on swearing in children’s fiction at Throwing Up Words.
Over at Let the Words Flow, a few agents and writers weigh in on swearing in YA.
Candy Gourlay has posted some great tips for using slang effectively at Notes from the Slushpile.
Beth Revis talks about using evolved language in futuristic writing at The League of Extraordinary Writers.
Elizabeth Craig asks some questions to help you decide whether or not to use profanity.
Over at From the Mixed Up Files, Rosanne Parry talks about whether or not to use profanity in middle grade fiction.
*If you know of any other links on using language in middle grade writing, let me know and I'll add them to the list.
Monday, March 28, 2011
Plotting (Part 2): Developing an Outline and Synopsis
After I've spent some time collecting ideas for a novel, my next big step is to organize them into an outline. The more novels I write, the more I learn about my writing process. I've learned that I need an outline to keep me on track. The more thinking I can do up front, the better the novel flows when I'm writing. And the easier it is to revise the novel later.
How do I make my outline? I've tried various methods, including The Snowflake method and the Nine-Step method. For my newest project, I'm following the structure I've read about in Blake Snyder's Save the Cat. Here's what I've created:
Visual Storyboard. Using a piece of cardboard and my ideas on sticky notes (or pieces of paper with sticky tack), I can see the general structure for my novel.
Summary of Plot Elements. I made a simple 3-column table in a word document with the headings: Plot Element, Example, My Story.
Plot elements are things like: Opening Image, Thematic Statement, Set Up, Catalyst, Debate, Break into Act II, etc. They're all listed on Blake Synder's beat sheet.
Example helps me remember what I'm trying to do with each plot element. The examples came from Laura Pauling's excellent plot analysis of the movie How to Train Your Dragon. If you want to learn more about plot structure, I highly recommend you read Laura's plotting posts.
My Story is for the events and ideas I'm developing. As I try to figure out how my ideas related to each plot element, I discover how I want to start and end the story, where I have missing pieces, and roughly where key events will go. I don't spell everything out. For example, I have vague sentences like: They do some wilderness stuff, finding water, building a fire, etc. This leaves me with room to discover while I'm writing. At the same time, I have enough direction so that I'll have a coherent story.
Having used several different methods for outlining, I like the "Save the Cat" method the best. Once I figured out all the plot elements, I had everything I needed to write a story synopsis.
Synopsis. This is a key part of my planning process. It gives me a sense of the whole story and motivates me to get writing! I also use it to create my one-sentence pitch and, later, my query letter. When I copy the My Story column from my table as text only, I have the bare bones of the synopsis already done. I just have to make it sound a little better.
How do I make my outline? I've tried various methods, including The Snowflake method and the Nine-Step method. For my newest project, I'm following the structure I've read about in Blake Snyder's Save the Cat. Here's what I've created:
Visual Storyboard. Using a piece of cardboard and my ideas on sticky notes (or pieces of paper with sticky tack), I can see the general structure for my novel.
Summary of Plot Elements. I made a simple 3-column table in a word document with the headings: Plot Element, Example, My Story.
Plot elements are things like: Opening Image, Thematic Statement, Set Up, Catalyst, Debate, Break into Act II, etc. They're all listed on Blake Synder's beat sheet.
Example helps me remember what I'm trying to do with each plot element. The examples came from Laura Pauling's excellent plot analysis of the movie How to Train Your Dragon. If you want to learn more about plot structure, I highly recommend you read Laura's plotting posts.
My Story is for the events and ideas I'm developing. As I try to figure out how my ideas related to each plot element, I discover how I want to start and end the story, where I have missing pieces, and roughly where key events will go. I don't spell everything out. For example, I have vague sentences like: They do some wilderness stuff, finding water, building a fire, etc. This leaves me with room to discover while I'm writing. At the same time, I have enough direction so that I'll have a coherent story.
Having used several different methods for outlining, I like the "Save the Cat" method the best. Once I figured out all the plot elements, I had everything I needed to write a story synopsis.
Synopsis. This is a key part of my planning process. It gives me a sense of the whole story and motivates me to get writing! I also use it to create my one-sentence pitch and, later, my query letter. When I copy the My Story column from my table as text only, I have the bare bones of the synopsis already done. I just have to make it sound a little better.
Friday, March 25, 2011
Taking Revisions to a New Level
I've realized lately that intention is important to revisions. Normally, I take the feedback from critique partners, comments from my super-critical children, and my own thoughts when reading after a rest period and try to work my novel into shape to improve it. The result is that I tend to make changes to many different aspects of the novel at one time.
This time, I'm intentionally thinking about what elements of the novel are weak, e.g. the plot, showing the emotions of the main character, or whatever, and just working on that aspect of the novel to improve it. It feels as though there is more purpose behind each change. But I worry that I'm going to overdo it with revisions.
How do you revise? Do you focus on one aspect of your novel at a time or many? Will being too intentional about the process take away from the spontaneity of the writing?
This time, I'm intentionally thinking about what elements of the novel are weak, e.g. the plot, showing the emotions of the main character, or whatever, and just working on that aspect of the novel to improve it. It feels as though there is more purpose behind each change. But I worry that I'm going to overdo it with revisions.
How do you revise? Do you focus on one aspect of your novel at a time or many? Will being too intentional about the process take away from the spontaneity of the writing?
Wednesday, March 23, 2011
K is for (yuck) Kissing
If you want to write for middle grade readers, you need to be able to think like one. Nine to twelve year olds experience a lot of changes in their lives, including changes in how they feel about expressing emotions and the act of kissing.
For some, kissing is a subject that is sure to start some nervous giggling. For others, it’s totally below the radar. In thinking about kissing and MG, it’s useful to think of the category in terms of younger and older middle grade readers.
For younger readers of middle grade books (ages 8 to 10), it’s probably still okay to accept kisses from parents and relatives, maybe even a younger sibling (with some quick face wiping if you’re in front of your friends). The thought of kissing a “boyfriend” or “girlfriend” is yucky. It’d be better to kiss your pet dog or cat.
Readers of “upper” middle grade books (ages 11 and 12) may be curious about kissing, even if they won’t admit it. I think this is especially true for girls. Boy readers probably don’t care if there’s any hint of romance or kissing in a novel, as long as it has lots of action and adventure. But older girls often connect with a bit of light romance, because they’re starting to experience the feeling of “liking” a boy or may have been wondering what it’s like to kiss a boy. The trick is to keep it light. As for kisses from parents? Probably rejected, especially in public. But that goodnight kiss when parents sneak in before they go to bed? Well, that one's okay, because you’re pretending to be asleep.
Have you ever included kissing in your novel? How did you make it work for your readers?
Links:
This discussion at Through the Tollbooth brings up some issues related to “upper middle grade” books.
Blogger Sara Nicolas talks about how the first kiss scene can make or break a YA novel.
Writer Jenn discusses some challenges of writing a kissing scene (mostly for YA but provides some food for thought).
For some, kissing is a subject that is sure to start some nervous giggling. For others, it’s totally below the radar. In thinking about kissing and MG, it’s useful to think of the category in terms of younger and older middle grade readers.
For younger readers of middle grade books (ages 8 to 10), it’s probably still okay to accept kisses from parents and relatives, maybe even a younger sibling (with some quick face wiping if you’re in front of your friends). The thought of kissing a “boyfriend” or “girlfriend” is yucky. It’d be better to kiss your pet dog or cat.
Readers of “upper” middle grade books (ages 11 and 12) may be curious about kissing, even if they won’t admit it. I think this is especially true for girls. Boy readers probably don’t care if there’s any hint of romance or kissing in a novel, as long as it has lots of action and adventure. But older girls often connect with a bit of light romance, because they’re starting to experience the feeling of “liking” a boy or may have been wondering what it’s like to kiss a boy. The trick is to keep it light. As for kisses from parents? Probably rejected, especially in public. But that goodnight kiss when parents sneak in before they go to bed? Well, that one's okay, because you’re pretending to be asleep.
Have you ever included kissing in your novel? How did you make it work for your readers?
Links:
This discussion at Through the Tollbooth brings up some issues related to “upper middle grade” books.
Blogger Sara Nicolas talks about how the first kiss scene can make or break a YA novel.
Writer Jenn discusses some challenges of writing a kissing scene (mostly for YA but provides some food for thought).
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