for example Chicago writer, colleague, fellow teacher and SCBWI kin Barbara Gregorich who authors fiction and nonfiction for adults and children in a variety of formats on a variety of subjects.
Barbara's titles include more than 150 educational activity books, a score of School Zone Start to Read and Read and Think books, two Houghton early readers – Walter Buys a Pig in a Poke and Other Stories and Walter Paints Himself into a Corner and Other Stories, She’s On First, Jack and Larry and her most recent book, Guide to Writing the Mystery Novel: Lots of Examples, Plus Dead Bodies (Create Space, 2014), which Midwest Book Review called “an accessible primer for writers of all skill and experienced levels.”You can read a sample chapter of Guide here.
Scroll down to read, enjoy and try Barbara’s exercises that demystify the all-important narrative element SETTING.
Thanks, Barbara, for so generously sharing your smarts!
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Two summers ago I taught a week-long course on novel writing to 25 students: the youngest was fifteen, the oldest eighty-five. On our last day of class, three students read the first three pages of their novels-in-progress to all of us. All three novels were fantasy: two had human characters, one did not. Even now I remember those three stories vividly. Through skill, serendipity, or maybe even through my teaching, each of the students offered a piece in which the sense of place was palpable, and I’m convinced that one of the reasons I remember these three stories, their characters and conflicts, was because the settings were so well depicted.
One of the three was set in a dungeon, and the writer (the 15-year-old) was able to make us feel the environment. The prison cell was dank: we felt the chill and the damp. We saw the gray-green moss clinging to the wet stone walls. The bars were thick, rusty, and unbendable. We felt their tormenting power just as we felt the cold sea air that entered at will, just as we recoiled at the thin, gray, tasteless gruel delivered through the food slot each morning.
In fiction, place isn’t just something for the reader to experience vicariously — though it is partly that. Place is the world the characters live in, and it helps shape these characters. Put your characters in a different setting, and they will behave differently.
A writer who can create lifelike places through a few carefully chosen words that appeal to the senses is also well on the road to creating empathetic characters. When we see how place affects a fictional character we empathize, probably because we realize how real-life places affect us — isolated windowless work environments; cluttered, dog-hair-covered, stale-food-smelling cars; un-shoveled, foot-high hummocks of ice on city sidewalks; the welcome coolness of wet sand just below the scorching top layer on a summer day.
Place, as I explain to my students, should never be depicted in such a way that it seems more important than the characters within that place. No description for description’s sake. Setting lets readers enter the world the characters live in and helps readers understand where the story is taking place. More than that, the more palpable the place, the better readers can see how setting influences character and how character modifies setting. In the dungeon story, for example, the place limited what the prisoner could do, but the prisoner also had an impact on the setting: he nurtured a small plant inside the cell, and he moved one of the stone blocks to where he could stand on it to look out the high, barred window.
Here are some exercises I gave my 15-to-85-year-old students.
Perhaps these, or modifications thereof, will inspire your and/or your students to think about the importance of place in fiction, and how setting and character shine light on one another.
Keep the Character, Change the Place
Ask students to take an existing story and change the setting completely. Have them rewrite the first two or three pages of the story with the new setting. Then compare the two stories: how does the character change? What is it that setting does to character?
Comfortable Place or Not?
Do your students tend to place their characters in places where the characters are comfortable? Say a dancer in the dance studio, or a great basketball player on the court? Or do they place their characters outside the comfort zone? Say a boy who has never, ever helped in the kitchen suddenly finds himself obligated to work in one to help his best friend. You might ask students to write a
comfort-setting story first, and then rewrite it as an outside-the-comfort-zone story. It’s instructive to note how happy or sad setting can make characters feel, how good or bad, how confident or unconfident.
Same Place, Different Characters
Yet another approach to place is to have students write a two-different-POVs story, first from Character A’s POV, then from Character B’s. Both characters are in the same place at the same time. But are their reactions the same? How does setting impact each character? My experience has been that when students are asked to treat the setting as more than background information, they excel at bringing places to life and at showing how characters function in a particular setting.
What a great, concentrated bit of wisdom on this subject. Thanks, BG! (And hello, Esther!)ReplyDelete
What an excellent, excellent discussion on setting! THANK YOU for this wonderful workshop!ReplyDelete
I have Barbara's new book and it is terrific. I love these exercises and this post. Thanks.ReplyDelete
I like the setting of your author photo & I like the idea of improving setting in my MG work in progress.
Your article makes me want to get back to work!
Heylooo there EH!
I'm so glad Barbara's WWW struck a chord with our readers!ReplyDelete
Barbara's one smart writer.
And "Hey!" back to Chris and Jan. :)