Showing posts with label Nuts and Bolts of Writing for Children. Show all posts
Showing posts with label Nuts and Bolts of Writing for Children. Show all posts

Friday, March 6, 2015

Writing Nonfiction Using Fiction Techniques

People understand that it takes creativity to write fiction.  But many don’t understand that it also takes creativity to write nonfiction.   As a nonfiction author I write true stories-but they are still stories.  When teaching students or teachers how to write nonfiction, I explain it like this: 

I don’t create the facts,
I use the facts creatively. 

Nonfiction is based on facts found in primary source documents.  How an author uses those facts is what makes the difference between text that reads like a novel or a textbook.  The creative part of writing nonfiction is finding a way to keep the reader turning pages to see what happens next-and at the same time telling the story accurately.  To accomplish this goal, I use fiction techniques such as dialogue, sensory details, foreshadowing, pacing and all the rest. 

Let’s look at just one fiction technique I use in nonfiction books:  dialogue.  In my books, the dialogue comes from direct quotes from documented primary sources.  Teachers, students and readers can go to source notes in the back matter to see exactly where the quote was found. 

I’m often asked, how do I know
when to use a direct quote,
and when not to? 
 
I use a direct quote to accomplish one of three things:

1. To show characterization
2. To increase tension
3. To have greater impact


Below are a few examples from my books that demonstration how I used quotes as dialogue.  

 


To show characterization:


In one chapter of Fourth Down and Inches: Concussions and Football’s Make-or-Break Moment (Carolrhoda) I’m making the point about how football has become part of the American culture.  In this example, I quote Kevin Turner because it shows characterization of a passionate football player.   

“Kevin Turner, a former NFL player, still remembers the excitement of his high school football days. He recalls, “When I woke up on game day. I couldn’t wait until it was time for the kickoff. Wearing my jersey to school on game day was a big part of the experience. At game time, when I ran out on the field and heard the announcer call my name in the starting lineup, it was a rush, like nothing else. It was like having Christmas sixteen times a year. My parents were proud of me. Nearly everyone in our small town was cheering in the stands and spontaneously reacting to what happened on the fields. It was magical.”




To increase tension:


In this scene from Something Out of Nothing: Marie Curie and Radium (FSG), I am showing this famous scientist at a difficult moment in her life.  At the same time Curie was planning to build the Radium Institute, the shed where she and her late husband, Pierre, discovered radium was going to be torn down.   I quoted Marie Curie’s own words about how she felt about visiting the shed for the last time.   

“I made my last pilgrimage there, alas, alone.  On the blackboard there was still the writing of him who had been the soul of the place; the humble refuge for his research was all impregnated with his memory.  The cruel reality seemed some bad dream; I almost expected to see the tall figure appear, and to hear the sound of the familiar voice.”


 


To have greater impact:

Varian Fry, an American journalist, volunteered to go to Marseilles, France, in 1940 to rescue refugees from the Nazis.  This scene from In Defiance of Hitler: The Secret Mission of Varian Fry (FSG), is about the moment he arrives in the city.  Fry wrote about this moment, so I chose to quote the entire segment exactly as he wrote it because his own words had greater impact than if I had paraphrased what happened.   

“’Aha, an American,’ he said in a gravel-rough voice.
“Yes,” I said, trying to keep my voice calm.
“Marseilles is like your New York City at rush hour, eh?”  he said, smiling. 
I smiled back.  “Quite a mob,” I said. 
“Refugees.  Pouring down from the north,” he said.  “We would like to pour them back.  But the Boches [Germans] have occupied Paris.  So the refugees all run to Marseille to hide, or maybe sneak across the border.  But they won’t escape.  Sooner of later we arrest all the illegal ones.”  He smiled again. 
“Too bad for them,” I said.
“Too bad for them; too bad for us!”  He gave me my passport.  Enjoy your stay in our country,” he said.  “But why you visit us at this unsettled time, I don’t know.”
His eyes narrowed, and I thought he looked at me suspiciously.  But as I went out through the gate, I decided it was my imagination.  He knew nothing of the lists in my pockets, nor did he know I had come to smuggle out of France the people whose names were on those lists.”





All three at once:

Many times, one quote like the example below accomplishes all three goals of characterization, tension and greater impact at the same time.  The following section from The Many Faces of George Washington: Remaking a Presidential Icon (Carolrhoda) shows Washington in the days leading up to the historic crossing of the Delaware.  
  
“The Continental Army was in real trouble. At the beginning of the war, most soldiers had enlisted for short periods of time. Now that things were going badly, they left as soon as their enlistment commitment expired. At the beginning of December 1776, about half of Washington’s men went home.  He knew that the enlistment for many more would expire at the end of the month. General Washington had to do something fast to raise the moral of his men, or he would soon have no army to lead. David Ackerson, one of his commanders, recalled seeing General Washington at this time saying, “he was standing near a small camp-fire, evidently lost in thought and making no effort to keep warm . . . His mouth was his strong feature, the lips being always tightly compressed. That day they were compressed so tightly as to be painful to look at.”


 
When writing nonfiction, when you use quotes and how you use them makes all the difference. 

Carla Killough McClafferty

Friday, July 17, 2009

“Heck! I can write a picture book on my coffee break!”


Happy Poetry Friday!


Today’s poem and a lesson plan on writing an envelope poem are at the bottom of this post.
Don’t you hate it when somebody says that?

I wrote thirty-six drafts of my newest picture book, NEW YEAR AT THE PIER—A Rosh Hashanah Story, before my editor said, “Yes! That’s it!”

Thirty-six drafts. Oy. I’ll tell you about it sometime…

So why do I keep writing picture books if I can't pop out one after the other, easy as pie?

Because I'm addicted.

I’m home now from the Association of Jewish Libraries (AJL) Convention and the American Library Association (ALA) Conference—both in Chicago.

On the three hour flight back, I had intended to work on the manuscripts I’m critiquing for the upcoming Society of Children’s Book Writers and Illustrators annual conference. I was looking forward to three uninterrupted hours to work.

But on the last day of ALA, someone said something that triggered a story idea. And that idea kept bopping around inside my brain, begging to be written.

So, I let the story kidnap me. I put my pen to the paper and said, “Take me wherever you want to go.” It was like playing in a sandbox again. Like the old days, before writing became work.

I’ve been playing with it today, too, instead of sorting through conference papers and business cards, instead of putting away laundry, instead of writing this blog.

When I look at this newborn story objectively, it probably won’t sell. I mean, it doesn’t have a particular hook—it’s not a holiday book nor does it address a specific issue or problem.

But I'm taking it to my critique group because I'm hooked on this story. Addicted. I feel as if I’ve had ten cups of coffee today. (And for someone who gets high on ½ cup of decaf, that’s saying something…)

Research suggests addictive chemicals are released in the brains of artists and writers when they are practicing their art. But chances are, if you’re reading this, you already know that.

When I write, it feels... ...sooooooooooooo good.

So, if you know someone who thinks he can write a picture book during his coffee break, give him a kind smile and wish him good luck.

Then come meet me at the coffee shop and write the story that’s bopping around in your brain, begging to be written.

WRITING WORKOUT: Writing An Envelope Poem

I WRITE
by April Halprin Wayland

I write.

Some folks sing songs, some right the wrongs,
some work crosswords, some raise rare birds
some get in fights or march for peace,
(I do that too, may all wars cease.)
What keeps you jazzed ‘til late at night?

I write.

© April Halprin Wayland

The poem above is an envelope poem.

One of my favorite envelope poems is by Langston Hughes:

POEM

I loved my friend
He went away from me
There's nothing more to say
The poem ends,
Soft as it began-
I loved my friend.

Now that you’ve read this, what do you think an envelope poem is?

You’re right—an envelope poem is one that begins and ends with the same line.

How to write your own envelope poem.

1) Brainstorm what you’d like to write about.
2) Now start writing—mediocre ideas or good ideas, it doesn’t matter—just keep your pen moving.
3) Play with lines until you find one that is strong enough to begin and end your poem.
4) Polish your poem. Read it aloud to your cat.
5) Let it rest for a few days. Read it again. Polish it some more.
6) Do you love it? Then let your poem out of its envelope! Share it with a friend.
All images by April Halprin Wayland

Wednesday, June 10, 2009

So, How Do You Publish That Children's Book You've Finally Created?

So, How Do You Publish That Children's Book You've Finally Created?

Thanks, Lia L., for posting the above question. It's the Number One Question asked of all children's book creators, even of those who may not also teach Writing.

(The Number Two Question, by the way? "How do I get an agent?")

Your timing couldn't be better. My Writing for Children Workshop "Oh, The Places You'll Go!" this past weekend at the Chicago Tribune Printers Row Lit Fest answered that very question.
[note: photo by Julie Bridgers-Schatz]
My Top Five Writing for Children Truths, shared with an enthusiastic crowd?

(1) infinite writing and publishing possibilities exist
(2) writers write
(3) writers read
(4) writers connect
(5) writing and publishing opportunities abound

I bet you know all about the writing (i.e. learning and honing your craft) and the reading, too, of the very best children's literature published today. (Check the links we've listed in the "Children's/YA Lit Reading Lists" sidebar to access recommended titles.)

But what about those possibilities?
What about those opportunities?
And how does connecting, especially via SCBWI, connect those two?

First and foremost, ground yourself in today's Children's Book World. Familiarize yourself with the publishing segments, the formats, the countless possibilities for telling your story the best way possible.

Recommended primers include Barbara Seuling's How to Write a Children's Book and Get It Published (John Wiley, '04), Harold Underdown's The Idiot's Guide to Publishing Children's Books (Alpha Books, '08) and the annual Children's Writer's and Illustrator's Market (available every August).

Also, be sure to subscribe to Publishers Weekly Children's Bookshelf, an e-newsletter dedicated to children's book publishing, available every Thursday, after noon.

Second, do your homework to identify and target likely publishers for your manuscript. The parent in you wouldn't send off your child to play at his new friend's house without first checking out a few important facts about the home and the residents, right? Establish that same mind-set when sending off your crafted, polished manuscript. How likely is the welcome and acceptance? How story-friendly, format-friendly are the recipients?

One assignment might be to purchase, page through, reread, study Publishers Weekly's upcoming July 6 Children's Book issue, listing trade children's book publishers' Fall 2009 lists and highlighting notable books. [Note: Spring books are listed in the February Children's Book issue; the issue's available in libraries and bookstores.]

Another? To visit the website of the Children's Book Council. Study the list of publishers, across a variety of publishing segments; then visit publisher websites to read (and study) their current catalogues and submission policies.

Next, seek out, at your local children's bookstore and your library's children's book department, and then hold, in your own two hands, books published by your targeted publisher. Know their work, how yours compares, how yours would sit comfortably on that publisher's list.

Third, connect the dots by joining SCBWI, if you haven't already(!). The Society of Children's Book Writers and Illustrators is the only professional organization for children's book writers and illustrators, numbering 23,000 children's book creators around the world. Membership is guaranteed to connect and maximize those infinite possibilities and abounding opportunities.

Don't forget to utilize SCBWI'S website-available updated For-Member-Only marketing guides specific to our industry's publishing segments - i.e. trade, educational, magazine, religious, e-zine, etc. Each guide lists publisher focuses, needs, submission policies, acquiring editors and their titles.

Remember to access Arthur Levine's For-SCBWI Members-Only editor guide, also available on SCBWI's website, listing trade editors and the books they've published.

Read the bi-monthly SCBWI Bulletin, online or hardcopy, highlighting editorial moves, calls for manuscripts, contests and niches needing filling. Soon you'll realize the gold to be mined in the Events Calendar which lists agents, publishers, imprints and editors.

Attend a Writer's Conference, especially an SCBWI-sponsored Conference, to connect with a particular editor and/or agent, learn his or her editorial needs and preferences, receive a critique from a faculty member and submit a manuscript to a participating editor whose publishing house is closed to unagented work.

Consider applying for SCBWI grants and contests, often judged by editors and agents. This is yet another way to get your manuscript read. SCBWI offers a variety of grants, including the Work-in-Progress grants, the Don Freeman Grant (for illustrators), the James Giblin Grant (for non-fiction), the Barbara Karlin Grant (for picture book writers) and the Sue Alexander Manuscript Award for a manuscript critiqued at the Summer Los Angeles SCBWI Conference. The Children's Writer's and Illustrator's Market lists a variety of additional contests available to published and unpublished writers.

So, to summarize?

Ground yourself, do your homework, connect the dots.

Soon, Lia L., that good story you told so well - so well, in fact, it's certain to re-sound in a young reader's heart, will find a home and publishing house.


Writer's Workout

Many children's book publishers sponsor contests for unpublished writers to enter, including Lee & Low, Random House, and Milkweed. Indeed Christopher Paul Curtis credits his publishing success to the Delacorte Contest. His submitted entry, The Watsons Go To Birmingham, didn't win the contest but won him an editor's interest and invitation to revise, allowing the book to go on to win a Newbery Honor.

Simon & Schuster's Spoonfuls of Stories Contest accepts entries from unpublished authors through July 15, 2009. The 2008 winner, Lori Degman of Illinois, won $5,000 for her rhymed picture book 1 Zany Zoo, and went on to sign a two-book contract and sign with an agent as well.

We writers need to grab that Golden Ring, even when it's disguised as a Cheerio!