Dystropian Awesomeness!

March Dystropia MadnessI want to thank all my fellow Dystropians for submitting their awesome blog posts this month! Each post shared great insight, sparked fun conversations, and contributed to the general awesomeness of the kidlit writing community!

To all my readers, please spend some time with this group’s brilliant blogs, witty twitter sites, and buy their books when they come out!

Thank you to:

Jen Baliey

Jessica Denhart

Melanie Fishbane

Peter Langella

Rachel Lieberman

Sheryl Scarborough

Jeff Schill

Here’s all the Dystropians at our graduate semester VCFA residency!

The Dystropians

Crafting Teen Characters with Respect and Authenticity: Part 2

Making Peace with the Adolescent Pre-Frontal Cortex: Crafting Teen Characters with Respect and Authenticity

Part 2: Teen Traits (5 through 8)

By Jessica Denhart

Risk and RewardIn the part one of this article I talked about the teenage brain and the common teen traits of spotty memory, poor impulse control, the desire to do new things, and spending less time with family and more time with friends. Today we’ll talk about the last four traits that will help you craft authentic young adult characters.

5. Heightened Emotions

The one thing that is working completely in the teen brain is the limbic system, which deals with emotion, and is the part of the brain responsible for “pleasure seeking”. This seems to explain a lot about all of the heightened emotions that we deal with in our teen years. I remember feeling as though the entire world was ending when I had a fight with friends, or didn’t get asked out by the boy I liked.

6. Weighting risk and reward differently than adults.

Journalist David Dobbs points out that “Teens take more risks not because they don’t understand the dangers, but because they weigh risk versus reward differently. In situations where risk can get them something they want, they value the reward more heavily than adults do” (Dobbs 54).

Not all teenagers try drugs and alcohol. However, because many teenagers will have to handle situations involving drugs, alcohol and sex it is a realistic part of many teen’s lives.  When crafting a character, a writer should ask:

  • Why does my character choose to try this?
  • Why does she choose not to?

Not every teen character has to try these things, but the question should be asked of them.  Not only is the chemistry in their brains screaming for them to try new and possibly dangerous things, their environments are too. For many teenagers these questions will come up, and that is where the writer has to come in and answer the why’s and how’s, otherwise the writer is not being true to her teenage character, nor her teenage audience.

7. Teenager’s brains are wired to go to bed later and get up later.

It is scientifically documented that teenager’s melatonin levels do not start working until up to two hours later than everyone else.[1] Therefore asking a teen to go to bed early and rise early is messing with their brain chemistry. If you have teenagers in your stories consistently waking up early and loving the sound of birdsong, there had better be a really good reason to back it up.

Every human being is different; therefore every teenager is different and deserves to be treated as an individual. We should treat our teen characters as individuals as well. Though steeped in research, these traits are not hard and fast rules. I suggest them as guidelines, something to test your character against for authenticity.

Try examining your teen character through the lens of this knowledge. Ask yourself if you’ve been authentic not only to the character as an individual, but to your character as a teenager. Your teenager should exhibit at least a few of these traits, and if your character seems more adult than teen, ask why. Perhaps there is a good reason and you can back it up in the story. Perhaps your character has had to grow up incredibly fast due to circumstances at home, such as living with a single parent or in a foster home. Consider ways in which some teen traits can still seep through. Perhaps an otherwise very responsible teen decides impulsively to just once sneak out of the house to spend time with friends. There are many ways in which you can be certain to remain true to a teenage character. Maybe your teenager gets bored and decides to take a late night drive, or climb into a boy’s window at 3 a.m. For some teenagers this can be an every now and again thing, for other teenagers they are made of impulsivity. Choosing how much impulsivity to add to your character is part of what makes your character an individual. The same goes for emotional reactions or risk taking behaviors.

8. Rise in compassion and awareness of the feelings of others.

While the brain is re-wiring, it is also making some changes that allow for compassion, understanding and empathy. Teens truly begin to understand the pain of others. It’s important to recognize that while teenagers can be difficult, they can also be understanding and empathetic.

Remember no one person is exactly like another; therefore one cannot really distill the essence of what it means to be an adolescent into a bullet list.

I hope this gives a touch of insight into the teenage psyche and perhaps as a result you have a few more tools with which to imbue your characters with a more authenticity and believability.

Jessica Denhart PhotoJessica Denhart has an MFA from the Vermont College of Fine Arts and is a proud Dystropian. She writes Young Adult fiction and middle-grade, which varies from contemporary, to magical realism and “near-future quasi-dystopian”. When she was little she sometimes wanted to be a nurse or a fireman, but always wanted to be a writer. She ran away once, packing a basket full of her favorite books. She throws pottery, loves to crochet, and enjoys cooking and baking. Jessica lives in Central Illinois.

Follow Jessica on Twitter: @jdenhart


[1] Carskadon, Mary A., Christine Acebo, Gary S. Richardson, Barbara A. Tate, and Ronald Seifer. “An Approach to Studying Circadian Rhythms of Adolescent Humans.” Journal of Biological Rhythms 12 (1997): 278-89. Sage. Web. 7 Feb. 2012.

For more information:
Strauch, Barbara. The Primal Teen: What the New Discoveries about the Teenage Brain Tell Us about Our Kids. New York: Anchor, 2004. Print.
Dobbs, David. “Beautiful Teenage Brains.” National Geographic Oct. 2011: 36-59. Print.
Johnson, Sara B., Robert W. Blum, and Jay N. Giedd. “Adolescent Maturity and the Brain: The Promise and Pitfalls of Neuroscience Research in Adolescent Health Policy.” Journal of Adolescent Health 45 (2009): 216-21. Elsevier. Web. 4 Feb. 2012.
Music, Graham. Nurturing Natures: Attachment and Children’s Emotional, Sociocultural, and Brain Development. Hove, East Sussex: Psychology, 2011. Print.
“NIMH · Brain Basics.” NIMH · Home. Usa.gov, 10 Feb. 2012. Web. 12 Feb. 2012. <http://www.nimh.nih.gov/educational-resources/brain-basics/brain-basics.shtml>.
Steinberg, Laurence D. Adolescence. 8th ed. New York: McGraw-Hill, 2008. Print.
Frontline Documentary “Inside the Teenage Brain”: http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/view/

This blog post was brought to you as part of the March Dystropian Madness Blog Series. 

March Dystropia Madness

Crafting Teen Characters with Respect and Authenticity: Part 1

(Ingrid’s Note: Yup, it’s April. But I’ve still got three fabulous Dystropian posts to bring you. So it’s now April Dystropian Madness! )

Making Peace with the Adolescent Pre-Frontal Cortex: Crafting Teen Characters with Respect and Authenticity

Part 1: Teen Traits (1 through 4)

By Jessica Denhart

NatGeo_9.2011 coverAs writers of young adult literature, many of us are in an interesting position of no longer being a teenager. We don’t understand what it’s like to be a teenager in today’s world. We’re not cool anymore, we don’t get it…

How can we write about teenagers and get it right, especially now that most of us are no longer on the inside? We can rely on memories. Memories fade and change over time. So I chose to research the psychology of the teenage brain, because that’s where the way we think and feel starts, in our brains.

We were all teenagers at one time. If we try, we can remember what it felt like to have been there, in the thick of adolescence and all of its turmoil.

In my research I discovered that the teenaged brain is still changing, developing and hardwiring. There are so many changes going on in the adolescent brain that often, like an electrical connection that is breaking down, the brain cuts in and out on a teenager at critical times.

1. Spotty Memory

A teenager may have trouble with their memory when it comes to lists of things to do, or directions given to them by their parents or teachers. It can also relate to the ability to remember what to do for homework. What seems like lack of attention or inability to focus is something that can be specifically traced to the, as yet unfinished, wiring of the parietal lobes.

2. Poor impulse control

Teenagers may not be able to hold their emotions in check and scream at or hit someone in an overreaction to a minor incident. They may say whatever comes to their mind first, even if it’s cruel or blunt. They may do something risky due to a lack of impulse control.

3. The overwhelming desire to do new and exciting things.

Teenagers may do crazy things, like diving off of cliffs into water 75 feet below as one of my friends did (and still does). Some drive incredibly fast, which is something that I heard over and over again from friends. Some love the thrill of video games; others enjoy a good scare through ghost stories and scary movies. Some teenagers sneak out of the house to do forbidden activities, like tromping through a graveyard in the middle of the night. Some drink and experiment with smoking and drugs.

4. Teenagers want to spend less time with their family and more time with their friends.

You may recall this part of your own teen years. I remember this time in my life. I didn’t really fight with my parents much. My rebellion against them wasn’t so overt. It was more subtle. It was a slow moving away from caring about their input in my life and spending more time with friends, caring more what they thought. This is very common in the teen years and is a direct result of brain chemistry. The neural hormone, oxytocin is prevalent in the teenage brain making social interactions more desirable.[1] Basically, teenagers want to hang out with their friends and avoid their uncool parents.

Coming up next – Part 2: Teen Traits (5 through 8).

Jessica DenhartJessica Denhart has an MFA from the Vermont College of Fine Arts and is a proud Dystropian. She writes Young Adult fiction and middle-grade, which varies from contemporary, to magical realism and “near-future quasi-dystopian”. When she was little she sometimes wanted to be a nurse or a fireman, but always wanted to be a writer. She ran away once, packing a basket full of her favorite books. She throws pottery, loves to crochet, and enjoys cooking and baking. Jessica lives in Central Illinois.

Follow Jessica on Twitter: @jdenhart 


[1] Dobbs, David. “Beautiful Teenage Brains.” National Geographic Oct. 2011:

36-59. Print. (55)

This article was brought to you as part of the March Dystropian Madness Series.

March Dystropia Madness

Three Act Structure: A Pair of Spanx for Your Novel

March Dystropia MadnessBy Sheryl Scarborough

If the writer’s closet of useful tools could be likened to Carrie Bradshaw’s fabu walk-in,  masterful accessories such as simile and metaphor would equate to exquisite Louboutin’s and Jimmy Choo’s footwear… exotic word choices would sparkle like Tiffany’s finest… and you would most likely find three-act structure in the drawer labeled: Spanx!

This is my way of saying Three-Act Structure may not be sexy, but once you try it, you’ll wonder how you ever lived without it. What exactly can Three-act structure do for you? I’m glad you asked.

  • Simply organizing the main points of your manuscript into a structured beginning, middle and end will give you a comfortably shaped body of character, narrative and pace.  (Spanx, baby!)
  • Three-act structure streamlines the creative process, allowing you to focus on great dialog and important story points, not the organization of them.  (When you’re busy being brilliant who wants to organize?)
  • Which part of your story belongs in each act can be defined in enough detail that, once you learn it, you will never forget it.  (Can you just give me the crib version? Yes. Read on!)

There are plenty of whole books, which define Three-Act structure and demonstrate how it works. For the purpose of this blog I’m just going to give you the basics. Three-Act structure is a specific way to balance and pace your story. The breakdown is simple:

Three Act Structure

Each Act encompasses a certain number of pages. This is the pacing part. Each act also plays a specific role in telling your story. This is the structure part.

In Act 1 the purpose is to introduce your characters and orient your reader to the setting and world you imagine.

Act 2 is where your story develops; this explains why it’s twice as long as Act 1 and Act 3.

Act 3 should be reserved for the exciting climax and conclusion of your story.

Act 1: Think of a Knight on a Quest… 

Act 1

Act 1 should answer WHO, WHAT, WHEN and WHERE… but not why. It should install your character in his world in a way that quickly orients your reader. Use Act 1 to identify your main character’s problems and introduce us to his friends and foes. Establish his goals and make us care about him.

If you’ve done your job, Act 1 is when your reader develops empathy with your main character. You need for this to happen… don’t blow it. The transition at the end of Act 1 is the point where your character commits to a course of action and your reader settles into her chair and thinks, “okay, here we go.”

Act 2: Facing the Two-Headed Dragon… 

Act 2

If Act 1 is a Quest, then Act 2 is a series of challenges… sort of like facing a two-headed dragon!  In Act 1 your reader has learned WHO, WHAT, WHEN and WHERE. By the time she reaches Act 2 she wants to know WHY.

In Act-1 your job was to establish your character’s goal.

In Act 2.1, your job is to play keep away with that goal.

Just like in real life, adversity creates character.  The goal of the first half of Act 2 is to throw a series of try/fail obstacles into your character’s path. With each test your character’s commitment becomes apparant. Each time he fails, you deepen his character and reveal more about him… this is how readers find out what he wants and needs and especially how invested he is in his goal.

Not only will your character come alive through these challenges, but as you raise the stakes your reader will become more involved, intrigued and invested in your story.

Act 2

The length of the trial and error portion of your story is dictated by Three-Act structure. In the first half of Act 2 you are writing toward the mid-point, which is a mere 25% of your total story.

The Mid-point: It Changes Everything…

The Mid-point can be a down moment – the catastrophic end of your character’s goal. Or, it can be an up moment – a moment of shaky success that’s so tenuous and delicate your reader will be worried that this is just one more thing for the main character to lose.

Just remember, the purpose of the Mid-point is that it changes everything.

The Second Half of Act 2: Rebuild the Character’s Goal… 

Depending on your Mid-point you have either destroyed your main character’s goal or you have pushed it to such a pinnacle that it is in jeopardy. In either case, the second half of Act 2 asks “now what” or “what now.” This is where you begin to rebuild your main character’s goal. To keep the reader intrigued you must keep the pressure on your main character. Achieving his goals should be hard and take real grit and determination. This is what keeps a reader in their seat.

Act 2

You also want to begin to bring your storylines together in the last half of Act 2 so that you won’t crowd the climax and conclusion of your story with loose ends.

The End of Act 2: Your Character’s Darkest Moment

Pull out all the stops and really make this moment count. This is the low point your reader has been worried about for your entire novel. And now you must give it to them. Slam your story down on your main character with all the brutality you can muster and I guarantee your reader won’t be able to stop reading.

If you have built your story to this moment, the hopes and dreams that your reader has for your main character will carry them over the end of Act 2 and straight into the climax and conclusion.  They won’t be able to put down your book.

Act 3: The Unexpected and Long-Anticipated…

“Act 3 begins with the unexpected and ends with the long-anticipated.“ 

                                                            Author, Ridley Pearson

What this means, is as you conclude your story, you want to make the ending as exciting and unexpected as possible… and yet you want to fulfill your promise to the reader and wrap up the story they expected you would tell. In most cases, your main character will achieve a satisfying goal – maybe not the goal he started out with, but one the reader will accept as a good conclusion to your story.

Example: staying with my Knight on a Quest theme, the end of my story should involve rescuing the Princess – or in my case – The Prince.

Act 3

But don’t forget to keep an element of surprise… your reader will be working with you to create a successful conclusion to your story.

Dragon

My surprise that my Knight was really my Princess will be all the more delicious to my reader.

Three-Act structure is writing with purpose!

For more information, check out some of these books that do a good job explaining Three-Act structure:
King, Vicki. How to Write a Movie in 21 Days. HarperCollins Publishers, 1993. Print.
McKee, Robert. Story: Substance, Structure, Style and the Principles of Screenwriting. New York: ReganBooks, 1997. Print.
Schmidt, Victoria. Story Structure Architect. Cincinnati, Ohio: Writer’s Digest;, 2005. Kindle Edition.
Snyder, Blake. Save the Cat!: the Last Book on Screenwriting You’ll Ever Need. Studio City, CA: M. Wiese Productions, 2005. Kindle edition.
Vogler, Christopher. The Writer’s Journey: Mythic Structure for Writers. 3rd ed. Studio City, CA: Michael Wiese Productions, 2007. Print.
Or, you can write to me at mediasherpa@gmail.com

Sheryl Scarborough - Photo by Russell Gearhart PhotographySheryl Scarborough learned Three-Act structure during her 20 year stint as an Award-winning writer for children’s television. Now, a recent graduate of the Vermont College of Fine Arts MFA program in writing for children and young adults, Sheryl has turned her creative attention on writing young adult mystery/thrillers.

Follow Sheryl on Twitter: @scarabs

Read more by Sheryl on her blog: Sheryl Scarborough Blog

The blog post was brought to you as part of the March Dystropian Madness Series.

Creating Emotion Within Dialogue

March Dystropia Madness

By Jeff Schill

I love dialogue.

To me, a story is all about the characters.  And I especially enjoy when these characters interact with one other.  But at the same time, dialogue can fall flat when it does not resonate or make the reader feel something.

Dialogue is much more than just the words on the page. Dialogue is largely about how we, as writers, express our characters’ emotions and how the reader, in return, responds to these emotions.

Creating Emotion in Dialogue

In 1967 Albert Mehrabian, a professor at Stanford University, specifically looked at emotion and communication.  In his study, he concluded that 55% of emotion is communicated through a person’s nonverbal cues: facial expressions, gestures, posture and movement.

Nonverbals

To emphasize how powerful nonverbal behavior can be in dialogue let’s look at a few lines where I took the nonverbal cue away.

  • “And a place in Beverly Hills. Next door to your place,” he says.
  • “Be there or Be-ware,” she said.

Notice how bland and unemotional these lines are.  Now let’s add the nonverbal cue and see how it changes the lines.

Facial Expressions:

  • “And a place in Beverly Hills.” She cocks her eyebrow.  “Next door to your place,” he says. (178) – Blink and Caution

Movement

  • “Be there or Be-ware!” she said, and slammed the phone down. (243) – Dead End in Norvelt.

Notice how in each one of these examples the nonverbal cue adds intensity or emotion to the line.  In the first example, the cocked eyebrow gives us a sense of skepticism and in the last sentence the slamming of the phone gives us anger. Think about how using a character’s facial expressions, gestures, movement and posture may compliment or add emotion to the dialogue.

Paraverbal (How we say what we say)

Mehrabian went on to state that 38% of emotion is communicated through a person’s paraverbals: how they say what they say.  Look at this example from Polly Horvath’s One Year in Coal Harbor and notice how she emphasizes certain words to increase the emotion of the dialogue.

“Oh really? Well where does he think I went to cooking school?”

“I don’t think he thinks you did.  I think he thinks you just, you know, picked it up.”

“PICKED IT UP?” Miss Bowzer’s eyes were afire and her neck was getting blotches of red.  Maybe I’d gone too far.

“You know, like, on the street.”

“ON THE STREET? I’ll have him know I went to the Cordon Bleu in Paris for an entire semester!” (42)

Through the use of typography the reader can begin to feel Miss Bowzer’s frustration. Horvath is using the character’s paraverbals to stress the emotion.

Now look at this example from Tim Wynne-Jones’s Blink & Caution and notice how he uses hesitation in the dialogue to create emotion.

“After what happened… after what I did…” She finds her mouth is dry.  She remembers her soda, takes a swig.

“I’m listening,” he says.

“After that… what I was talking about… I felt like nothing was real. It was” – and this is new to her, the first time she’s thought of it- “it was as if I were the one who was dead.  I killed my brother.  But I killed myself, only I didn’t know it.  And all this – everything that has happened since then is just…” (223)

The character’s hesitation in this passage shows her struggle and reluctance at opening up to the truth.  By emphasizing how she says what she says, Wynne-Jones is heightening the emotion within the dialogue.

Often as a writer we think about our dialogue only through the lens of the words our character use.  However, more often than not it is the emotion behind these words that create a reader reaction.  We want our dialogue to make the reader feel something; to stir emotion.  Challenge yourself to use your character’s nonverbal and paraverbals to create dialogue that resonates with the reader.

*For a discussion on pacing, spacing, metaphors, objective correlatives and the actual words we use to create emotion in dialogue you’ll have to persuade Ingrid to invite me back.

Jeff SchillJeff Schill holds an MFA in Writing for Children and Young Adults from Vermont College of Fine Arts and is a proud member of the Dystropian family.  He lives, works and writes in Milwaukee, is deathly afraid of dogs and is completely creeped out by the stains found in library books.

You can read more of Jeff’s work on his blog: http://jeffschill.blogspot.com/

You’re Nobody Till Somebody Loves You: Feminism and the YA Romance

sermonby Rachel Lieberman

I write YA, and I often ask myself, “Does my writing promote good messages to teen girls?”

Now, don’t get me wrong. Stories that preach = BIG FAT NO. Making your story a mouthpiece for your beliefs is never a good idea.

This is not your job.

BUT that doesn’t mean that you’re never allowed to wonder who’s going to read your stories, and what those readers will get out of their experiences.

For my graduate lecture, I took a look at how feminist and post-feminist literary theory can help us look at YA literature and decide for ourselves what messages we want to send. Feminism is, at its core, the belief in equal rights for all genders, but of course there are many definitions and variations among those definitions. The question of choice (who gets to choose, and what they should choose) is sometimes a point of contention among critics.

20120104060816!Twilight_book_coverI think that one of the reasons so many critics find fault with Twilight and novels like it is because Bella’s choices may be her own, but they are consistently at odds with the choices we want our girls to make. When we show characters who consistently choose dangerous, controlling partners, our fear is that young adult readers will also choose dangerous, controlling partners.

I don’t think this is an invalid concern, but my intention isn’t to debate or argue it. That’s for another time, another post. My intention is to say, that if you’re a YA writer and this is something you are thinking about, there are ways to develop a good feminist story without making it preachy or propaganda. I’ll share some methods that I found useful and talked about in my lecture.

1. What does your main character want? If it’s just a relationship, consider that in real life, a desire for a relationship is usually a symptom of a deeper desire for something else, like security or acknowledgment. Consider what other forces might be at work, and you’ll avoid creating shallow characters whose problems can be solved by a significant other.

2. Make sure your character stays active. Find places in the story that force her to act, that take away her safety net and test her. This is true of practically any story, but in YA romances, it’s especially important. She doesn’t need to be a hero, but she shouldn’t rely on her love interest too much.

3. Pay attention to your character’s love interest. Speaking of the love interest, don’t forget to pay attention to him! Or her. What does he want? Does he act in a way that harms the main character, and if so, are there negative consequences? If your character has to choose between two love interests (very common these days), is the choice made too easy (by having one character turn out to be a jerk)?

4. Romance novel vs. novel with romantic elements. A romance novel is a little different than a novel with romantic elements. A romance novel’s plot is dependent on the relationship between two characters, so if you want to write a story with feminist undertones, you might choose the other path.

5. Why do your characters get together? Think about the reasons your characters are together. Is it because they find each other so attractive? Or do they share a deep, mutual connection? The more you develop the relationship, and the reasons for it, the more likely you are to connect with readers.

6. The moral of the story. All of these factors combined puts you in a better position to control the final factor: the moral of the story. Once you’ve finished a draft, it might be a good idea to take a look around. What’s happened to the characters? Who’s alive? What have they had to sacrifice? Your character’s rewards and punishments reveal a lot about your story’s message. Is it the message you want?

There are, of course, many more factors than these six that you will need to pay attention to in order to write a great novel. But this is a place to start if your aim is to write a story with romantic elements that will both appeal to teen readers and give them characters and situations they can look up to.

Rachel LiebermanRachel Lieberman works in higher education and writes YA. Her short fiction has appeared in Opium, Awkward, Emprise Review, and others. She holds an MFA in Writing for Children and Young Adults from Vermont College of Fine Arts. She lives in Tampa.

Visit Rachel’s blog: A Reputation in Digital Form: The Writerly Musings of Rachel Lieberman

Follow Rachel on Twitter: @LiebermanRachel

This blog post was brought to you as part of the March Dystropian Madness Blog Series.

March Dystropia Madness

Engaging the Heart: Poetic Tools for Writing Emotion (Part 2)

March Dystropia Madnessby Jen Bailey

In Part 1, we looked at how onomatopoeia and phonetic intensives can help you evoke emotion in your readers when writing emotionally detached characters. Today we will look at two additional sound-related poetic tools that can be carefully crafted to obtain your desired effect and keep your reader engaged.

Poetic Tool #3: Assonance

The long o sound we just looked at is not only an example of the use of phonetic intensives, it is also an example of assonance. Assonance is defined by Janet Burroway in Imaginative Writing: The Elements of Craft as the correspondence of vowel sounds in words.

In the following passages from Quaking, the assonance is prominent:

“leering at me, sneering” (Erskine 44)

“his oily voice” (Erskine 45)

“I see his greasy black hair” (Erskine 45)

The context of each of these lines is the presence of Matt’s bully, Rat, and she does not express her emotions at all. Instead, the repetition of vowel sounds in these examples evokes a feeling of unsteadiness and invasion – exactly what Matt must feel but can’t express.

Poetic Tool #4: Consonance

In The Sounds of Poetry, Robert Pinsky defines consonance as “a repeated consonant sound, as in ‘stroke’ and ‘ache’” (124). Erskine repeats a k/ck sound in the following passages in the context of Matt’s encounters with the Rat:

“His dark hair is rigid and sticks out at the back of his neck” (15)

“His panicked eyes flit around the parking lot” (82).

In this last example, Matt witnesses the Rat’s fear of his own father – a fear she recognizes but cannot name. The repeated k/ck sound is choppy and evokes an uneasy, jittery feeling – the kind Matt was likely experiencing in this scene.

Alliteration is a form of consonance in which there is a correspondence of consonants at the beginning of words or stressed syllables (Burroway 370). Another form of consonance is sibilance, which the Oxford English Dictionary defines as an undue prominence of the hissing s sound. Consonance can have a magnifying effect when writers carefully craft their sentences. In the following sentence from Quaking, a general play with consonant sounds results in a very sinister-sounding section:

‘“Chicken-shit!’ the Rat yells in my face, and I clutch my chest but I leave a chink exposed and his elbow catches my rib. He shoves me and I fall to the floor” (Erskine 217).

The hissing “s” and “sh” sounds are sibilant:

shit                  yells                 face                 chest                exposed          catches           

The ‘ch’ sound alliterates at the beginning and middle of some words,

chicken            clutch              chest                chink               catches

furthermore, consonance is developed with the “t” sound,

shit                  Rat                  chest   

and the “k/ck” sound,

chicken            chink  

These sounds all echo each other, thereby increasing the menacing nature of this passage. Because of careful word choices the reader gets the feeling of fear and loss of control that the emotionally detached protagonist either does not admit to or cannot describe.

Poets rely on the sounds of language to evoke emotion in their readers.  Onomatopoeia, phonetic intensives, assonance, consonance are among the many tools they use to achieve this. While these tools will beautify and intensify prose with any kind of character, poetic language is especially invaluable for evoking the emotion that ventures beyond the emotional vocabulary and awareness of those characters who are emotionally detached.

Be sure you didn’t miss the first half of this article: Engaging the Heart – Part 1

Jen Bailey Author PhotoJen Bailey lives in Ottawa, Ontario and has a Master of Fine Arts degree in Writing for Children and Young Adults from Vermont College of Fine Arts. She loves playing around with rhythm and sound in her writing. Should you like that kind of thing too, she recommends you read Quaking by Kathryn Erskine, Last Night I Sang to the Monster by Benjamin Alire Saenz, Meg Rosoff’s How I Live Now, and any poetry you can get your hands on.

Follow her musings on writers’ craft and the writing life at writefiercely.wordpress.com

This blog post was brought to you as part of the March Dystropian Madness Blog Series.

 Sources:
Burroway, Janet. Imaginative Writing: The Elements of Craft. Boston: Longman, 2010. Print.
Erskine, Kathryn. Quaking. New York: Philomel Books, 2007. Print.
Pinsky, Robert. The Sounds of Poetry: A Brief Guide. New York: Farrar, Straus and Giroux, 1999. Print.

Engaging the Heart: Poetic Tools for Writing Emotion (Part 1)

March Dystropia Madnessby Jen Bailey

As writers who are true to our characters, we allow them to express themselves as they are able. We typically rely on actions, dialogue, physical reactions, and thoughts to do this, but what’s a writer to do when the character in question is emotionally detached, that is, unaware of his or her emotions?

Writing emotionally unaware characters can be challenging because they are unable to communicate their feelings about what would normally be viewed as emotionally-charged incidents. This kind of detachment can be all-encompassing (e.g. a result of psychological trauma: abuse, neglect, abandonment), or transient (e.g. hearing very jarring news). The character may also have a highly intellectual and logical personality and not be attuned to their own emotion. No matter what the source of detachment, if not handled carefully, there is a great chance of losing your reader if they can’t become, or stay, emotionally engaged in your story.

In part one of this blog post, I’ll discuss a couple of ways in which you can engage your reader’s heart all while staying true to your emotionally detached character. Using examples from the novel Quaking by Kathryn Erskine, I’ll show you how you can evoke the emotion your character cannot express through the use of sound-related poetic language.

Poetic Tool #1: Onomatopoeia

Onomatopoetic words sound like their meanings and call to mind images and/or feelings for the reader. The use of these words is powerful but limited, as they can only be used to describe sounds. Here are some examples of onomatopoetic words – pay attention to what they evoke in you as you read them:  ring, hiss, clatter, bang, grunt, slam, and snap.

In Quaking, Matt, an emotionally detached character, is taunted by a bully she nicknamed “Rat.” Erskine describes Matt’s encounter with the Rat as follows:

“I smell his smoke. His sneer and hiss are quiet but still forceful. ‘You’re dead…Quaker!’” (Erskine 217, emphasis added).

The words sneer and hiss are onomatopoetic. They imitate the dark, sinister sound of Rat’s voice for the reader. The reader thus feels Matt’s emotion, even though she cannot express it.

Poetic Tool #2: Phonetic Intensives

Arp and Johnson define phonetic intensives as words “whose sound … to some degree connects to their meaning.”   Here are some examples:

Phonic Intensives

It is important to note that while these phonetic intensives can contribute to meaning, they are not in themselves prescriptive of meaning. For example, many words that begin with the ‘fl’ sound can be associated with moving light, but there are many others that have nothing at all to do with that association: think flower, flounder, flask, flamingo. Phonetic intensives must be used judiciously.

Let’s look at an example where they are used well:

I am cold all over. He knows. I am dead. It is really over. (Erskine 217)

The long o sound creates a feeling of a moan coming from Matt and to the ear of the reader. It is like a lament and can place the reader with Matt, evoking the sorrow and melancholy Matt is not expressing in this scene.

While the use of onomatopoeia and phonetic intensives is somewhat limited, the sound-related poetic tools I will be discussing in part 2 can be more carefully crafted to obtain your desired effect and keep your reader engaged.

Stay tuned!

Jen Bailey Author PhotoJen Bailey lives in Ottawa, Ontario and has a Master of Fine Arts degree in Writing for Children and Young Adults from Vermont College of Fine Arts. She loves playing around with rhythm and sound in her writing. Should you like that kind of thing too, she recommends you read Quaking by Kathryn Erskine, Last Night I Sang to the Monster by Benjamin Alire Saenz, Meg Rosoff’s How I Live Now, and any poetry you can get your hands on.

Follow her musings on writers’ craft and the writing life at writefiercely.wordpress.com

This blog post was brought to you as part of the March Dystropian Madness Blog Series.

Sources:
Arp, Thomas R. and Greg Johnson. Perrine’s Sound and Sense: An Introduction to Poetry. 11th ed. Boston, Mass.: Thomson/Wadsworth, 2005. Print.
Erskine, Kathryn. Quaking. New York: Philomel Books, 2007. Print.

Boys and Literacy: Reverse-Engineering the Writing Process

March Dystropia MadnessI’m excited to kick-off the March Dystropian Madness Craft Series!

This month we will enjoy the insight of eight guest authors, each of whom will share an overview of their Vermont College of Fine Arts graduate lecture. Topics range from literary theory, to poetic techniques, creating effective dialog, and finding the perfect boyfriend (well… finding the perfect literary boyfriend that is!). It’s going to be a fun month! 

Starting us off in style — and talking about two of my favorite topics, boys and books — is Peter Langella! Are you ready to engage the male reader? Peter will tell you how!

Boys and Literacy: Reverse-Engineering the Writing Process

by Peter Langella

Let’s begin with a few facts: The average boy doesn’t read as well or as often as his female peers. It’s not even close. 40% of boys stop reading for pleasure regularly after 4th grade. Another 20% stop reading for pleasure regularly after 8th grade. Fifteen-year-old boys’ test scores lag behind same-age girls by one and a half grade levels.

The reasons are varied and many: innate brain differences, physiological changes, gender roles and environments, new technologies and free-time choices, lack of male role models at school… I think you get the picture. The list goes on and on.

But what if it’s simpler than that? What if boys aren’t reading as much as girls because they don’t like that many books? What if they feel forced to read certain unrelatable books at school and that turns them off for a long time? Maybe for good?

Don’t get me wrong. I think all of the reasons boys are lagging behind have crashed together to create an imperfect mess of a storm when it comes to literacy levels, but after researching the topic extensively for my graduate lecture at Vermont College of Fine Arts, I honestly think the number one reason is simple: most boys truly choose not to read. And, because they read less often, they read less well. It’s a snowball effect.

I’d like to tell a quick story. I used to get fined for reading books on the bus to away games by my college hockey teammates. You read that right. They fined me for reading. Real money, too. It wasn’t just for fun. They fined people for all sorts of weird things (many of which aren’t appropriate to discuss here), and we had to put money in a jar in the locker room that went toward a big party at the end of the season. For me, the fine was usually a dollar per hundred pages. So, if I read a 400-page book on the way back to Vermont from northern Maine, it was four dollars.

Pretty twisted, huh? Good thing I was already mature enough to ignore the peer pressure. I may not be writing this or anything else if I wasn’t. So please, trust me, I’m not trying to ignore the research or the test scores or the journal articles. I’ve lived through the rough landscape that faces many boy readers, and, as a high school librarian, I’m still battling this problem right at its root.

Boys need to read more books. There are a lot of great ones out there, but not enough.

As writers, we need to try to reach these boys who aren’t reading. Even though we rarely get to control which book ends up in a reader’s hand, we can control what is in our books, so when a reader does grab them, they’re hooked.

Here are some things I think we should keep in mind if we want to engage boy readers:

Window and/or Mirrors: Boys want to read about characters they can relate to or see themselves becoming. For example, The Hunger Games is read by many boys despite being written from the first person point of view of a female character. Gale, Peeta, Haymitch, and Finnick are just a few examples of characters that boys will latch onto.

In an opinion piece for the NY Times last year, author Matt de la Peña described an interaction he had with a student on a school visit:

I was at a school in Los Angeles last week, and a kid in a hoodie waited until everyone else had left before approaching me. “I read your book ‘We Were Here’ like three times,” he said. His eyes were glassy and he kept fidgeting with his backpack straps. “Yo, that’s my life in that book,” he said. Then he took off.

Physical Challenges: Boys want to see characters do tough things, violent or not. Think sports scenes, traveling/adventuring, and triumphing from an underdog role. I’m not trying to sell violence, either. Whatever your take on it in your story, that’s fine, but it should probably come up because it’s something that many boys will have to form an opinion on at sometime or another.

Emotional Gutter: What I mean is trying to end scenes or chapters without too much description of emotions. Let your reader fill in the emotional details for themselves. At my library, many supposed “guy” books are not that popular with boys because of the overwrought emotional passages, while a book like My Book of Like by Angel by Martine Leavitt is more accessible to older boys because of it’s terrific use of the emotional gutter.

Heavy on Facts: Historical fiction fits here, as do some current events and pop culture references, but also passages that deal with “stuff” like maps, gadgets, sports gear, new or made up technologies, moving parts, schematics; anything that makes them feel like the world of the story is literally at their fingertips.

Non-linear: Today’s boys live in a world of video games and apps and tightly-cut movies. They know how to take in (and make sense out of) a bunch of floating pieces. Give them something to decipher. Challenge them without being too wordy. Jump around a little bit and let them, as the reader, feel like they have a job to do.

Peter LangellaMost boys won’t give a book very long before they decide if they like it or not. If it’s a not, they aren’t afraid to put it down for good. Let’s try to make their decision as hard as possible. For some, just “liking” a single book and picking up another can literally change their life.

I know it happened to me.

Peter Patrick Langella holds an MFA in Writing for Children and Young Adults from Vermont College of Fine Arts. He lives and writes in Vermont and thinks elevenses should be recognized by his employer.

Read more from Peter on his blog Smokeless Fire.

March Dystropian Madness!

March Dystropia Madness

I’m happy to announce the premier of a fabulous new blog series: MARCH DYSTROPIAN MADNESS!

During the month of March, Ingrid’s Notes, will be filled with brilliant insight, craft techniques, and the deep thinking of eight Dystropian guest authors. The Dystropians are my fellow writers-in-crime and classmates from the Vermont College of Fine Arts. As part of our graduation requirements, each of us had to give a graduate lecture on a writing-craft topic of our choice.  This series will give you a taste of those lectures (including all the juicy craft techniques)!

Please stay tuned to hear about these great topics:

It’s going to be a fun month!