Monday, February 6, 2012

Finding a Critique Groups

Week of February 5: The Power of Critiques
Monday, February 6—Finding a Critique Group

My face-to-face critique group, PB&J (Picutre Books and Java) meets twice a month. Susan first joined our group last April. After the meeting, she emailed:

I've never had more fun at a critique group and learned at the same time. I'm truly grateful to be a PB&Jer.”
That is how I feel after each of our meetings (and after my online group has critiqued each month). I wish I had found a critique group much earlier in my writing life—for the camaraderie, the inspiration, the help, the friendship. I should have known the importance of critique groups long ago. In writing education we offer critiques, but we call them conferences. Conferences are when we talk writer-to-writer with a student author. That is also the time we find good things in the child’s writing and offer suggestions (usually one thing at a time) to focus on and improve.

After attending several picture book boot camps and intensives and SCBWI regional events, I finally came to the point of realizing I needed to belong to a critique group. Since it took me awhile to find a critique group, let me share a few tips that might be helpful to others.

Face-to-face Groups
Even though I live in a metropolitan area and am a member of a very healthy SCBWI region, finding a face-to-face critique group was difficult. I began by going to my region’s web page (to find your region, go to http://www.scbwi.org/Pages.aspx/Regional-Chapters). From there, I went to the web page for the region and found a list of critique groups sorted by cities/counties/areas. (Note: Each region does this a bit differently.) There was a brief description about each group which included the type of manuscripts critiqued in the group, the number of members, frequency of meetings, and if the group was accepting members. On this page I also found the name and email address of the volunteer critique group coordinator for my region. (Note: You can also find critique groups through the Discussion Boards on the SCBWI web site.)

I emailed the three or four critique groups in my area that had openings and I wrote to our regional critique group coordinator. The coordinator got back with me right away and put me on her list of people searching for a group. After numerous emails, I finally found one group that was open to new members.

There were three picture book authors in that first group—everyone else wrote YA and MG. One of the picture book folks moved to NYC soon after I joined, and the author picture book author seldom brought any manuscripts for critique. The group was warm, accepting, and helpful though they freely (and frequently) admitted they knew little about picture books. They raved about my writing—which was flattering, but not all that helpful if you know what I mean.

I soon decided that the reason I was attending those meetings was to develop the discipline and routine of attending a critique group. I was also learning how to read others writing with a critical eye, and to give feedback and constructive criticism in a positive way. Though I have since left that group to form a face-to-face picture book critique group, those critiquers remain my friends and we connect at conferences and the like.

Each critique group determines its own guidelines and has its own distinctive personality. If you’re helping start a group, you get to determine what your group will be. If you’re joining an existing group, you’ll be expected to fit in with the established norms of that group.

Online Groups
I’ve been a member of three online critique groups. The first critiqued multiple genres and had around twenty members, the second was a picture book critique group with four members, and the third is a picture book critique group I started which now has six members.

Like face-to-face groups, each online groups works in its own unique way. Some post every week, some every other, some once a month.

My one caution about critiquing online is to be careful what you type. When you are face-to-face, people understand your humor, see in your eye that you mean well, and you can explain what you mean when someone doesn’t understand. When online, feelings can easily be hurt and typed words can easily be misunderstood.

You can find online critique groups by searching the Discussion Boards on the SCBWI web site. My friend, Lisa Michaels, wrote an article about online critique groups for the SCBWI Bulletin, April/May 2011. The link to the issue is: http://www.scbwi.org/Pages.aspx/Current-Issue.

Paid Critiques
Many people offer paid critique services (including me). I only use these services IF I know the person (through a conference, his/her writing, etc.). A paid-critique service is not for a first or second draft or even a third draft. That’s what your critique group is for. Use a paid-critique service ONLY for a polished manuscript that you've taken as far as you can and don't know how to take it to the next level. 

Paid-critique services vary in cost from $25.00 to $125.00 or more. Usually the higher the price, the more extensive the critique. Some services are completed totally online, others via snail mail.

Paid Critiques and Consultations at Conferences
When you attend a regional or national SCBWI conference you often have the opportunity to pay for a critique. The purpose of this critique is totally different than your on-going critique group or even other paid critiques. When you are paying for a critique (or consultation as they are sometimes called) at a conference, you will usually be assigned to an industry professional (a published author, editor, or agent). You want to wow that person with your manuscript. You want your manuscript as perfect as possible, because not only are you receiving a critique, you are also pitching your book. Yes, you will get constructive feedback, but you ultimately are hoping for more!

It’s Your Turn!
1. Do you have a critique group? If not, start your search today.
2. If you are a member of a critique group, thank your lucky stars (and maybe your fellow members).

Sunday, February 5, 2012

Coming This Week

Week of February 5, 2012: The Power of Critiques
Quotes of the Week:
We cannot become what we need to be by remaining what we are.
—Mak De Pree

Creative ideas reside in people’s minds but are trapped by fear and rejection. Create a judgment-free environment on the inside and you’ll unleash a torrent of creativity on the outside.
—Alex Osborne

In the last two weeks I’ve had a half dozen questions, emails, and blog comments about critiques and critique groups. For that reason I'm updating some posts from last year that I hope will be helpful. This week is all about the magic of critiques, how to find or begin a critique group, how to be an effective critiquer, and how to accept and use the feedback you receive in critiques.

Monday—Finding a Critique Group
Tuesday—Beginning a Critique Group
Wednesday—Strategies for Giving Critiques
Thursday—Receiving Critiques
Friday—Putting Critiques into Action

Give Me Your Input

As I plan Picture This! posts for 2012, I’d love to know the topics that interest you or that you need more information about. What do you need to know to take your picture books to the next level? What questions keep popping up in your critique group? What discussion have you heard at a workshop and still feel unsure about? What do you want to learn? Chances are if there’s something you don’t understand, there’s 20 other people who don’t understand it either!

Post your ideas as comments or email me at rob@robsanderswrites.com. I’ll compile a list and start planning future posts.

THANKS!
Rob

Friday, February 3, 2012

So What Does It Mean to Me?


Week of January 29, 2012—And the Winner Is
Friday, February 3, 2012—So What Does This Mean to Me?

I’m a so-what kind of person. I try to blame it on the fact that I was born and raised in Missouri—The Show-Me State—but it’s more than that. I’m always trying to figure out how to summarize or capture the essence of what I've just seen or heard or learned. I live, work, and breathe pedagogy. I want to teach, and in order to teach you have to understand, and in order to understand you have to ask, “So what?”

Now that we’ve discovered lots of award-winning picture books, so what? Here are some of the take-away lessons I’m taking away with me . . .

1.      There’s a great big publishing world out there that publishes a greater variety of books than I ever imagined.
2.      There are people who value the work picture book authors and illustrators do.
3.      There are heroes among us—authors and illustrators whose work can inspire us, teach us, move us, and call us to be better at what we do.
4.      The rumor about the picture book market being dead is, just that, a rumor.
5.      There are many publishing houses out there and they aren’t just interested in high-energy, goofy stories. (Though they like those, too.) There’s a place for an original idea that is well written. Finding that place may be difficult, but it’s possible.
6.      Whatever your passion—fiction, illustration, non-fiction, cultural studies, poetry, folktales, etc.—you can make your passion into a great story, which can become a great picture book manuscript, which can one day become a great picture book.
7.      There is a lot more to learn.
8.      There are a lot more picture books to read, analyze, study, and enjoy.
9.      There’s never one way to tell a story, illustrate a story, or publish a story.

I started the week by saying I’d never thought of writing an award-winning picture book. But now I have. Why not? Why can’t my writing rise to that level? Why can’t yours? Who’s to say what’s on our writing horizons? But as for now, I’m going back to doing the nitty-gritty of capturing ideas in my writer’s notebook, dreaming of stories, drafting stories, revising stories, and finding homes for my stories. How about you?

Thursday, February 2, 2012

Other Award Winners

Week of January 29, 2012—And the Winner Is
Thursday, February 2, 2012—Other Award Winners

I have to admit that when I was stalking the ALA website to see who would be named Caldecott winners, I stumbled on some picture book awards I didn’t even know existed. That sent me on a journey to hunt out new books (or books new to me). I hope you find some treasures here, too.

Mildred L. Batchelder Award

The Mildred L. Batchelder Award is given for an outstanding children's book translated from a foreign language and subsequently published in the United States:


Soldier Bear
Written by Bibi Dumon Tak
Illustrated by Philip Hopman
Translated by Laura Watkinson
© 2011
Originally published in Dutch in 2008 as Soldaat Wojtek
Published by Eerdmans Books for Young Readers, an imprint of Wm. B. Eerdmans Publishing Co.

Pura Belpré Awards

This award honors a Latino writer and illustrator whose children's books best portray, affirm, and celebrate the Latino cultural experience:

Pura Belpré Illustrator Award


Diego Rivera: His World and Ours
Written and illustrated by Duncan Tonatiuh
© 2011
Abrams Books for Young Readers, an imprint of ABRAMS.

Pura Belpré Illustrator Honor Books


The Cazuela that the Farm Maiden Stirred
Written by Samantha R. Vamos
Illustrated by Rafael López
© 2011
Charlesbridge


Marisol McDonald Doesn’t Match /Marisol McDonald no combina
Written by Monica Brown
Illustrated by Sara Palacios
© 2011
Children’s Book Press, an imprint of Lee and Low Books Inc.

Robert F. Sibert Informational Book Award


Balloons over Broadway:  The True Story of the Puppeteer of Macy’s Parade
Written and illustrated by Melissa Sweet
© 2011
Houghton Mifflin Books for Children, an imprint of Houghton Mifflin Harcourt Publishing Company.

Wednesday, February 1, 2012

Coretta Scott King Book Awards

Week of January 29, 2012—And the Winner Is
Wednesday, February 1, 2012—2012 Coretta Scott King Book Award Winners and Honor Books

Some of my favorite books on my shelves (and ones I use frequently with student writers) have golden Coretta Scott King seals on their covers. There’s Dave the Potter: Artist, Poet, Slave; We Are the Ship; Martin’s Big Words; and Down the Road.

The Coretta Scott King Book Awards recognize African American authors and illustrators of outstanding books for children and young adults.

Coretta Scott King Author Book Award


Heart and Soul: The Story of American and African Americans
Written and illustrated by Kadir Nelson
© 2011
Balzer + Bray, an imprint of HarperCollins Publishers

King Author Honor Books


The Great Migration: Journey to the North
Written by Eloise Greenfield
Illustrated by Jan Spivey Gilchrist
© 2011
Amistad, an imprint of HarperCollins Publishers


Never Forgotten
Written by Patricia C. McKissack
Illustrated by Leo and Diane Dillon
© 2011
Schwartz & Wade Books, an imprint of Random House Children’s BOoks

Coretta Scott King Illustrator Book Award


Underground: Finding the Light to Freedom
Written and illustrated by Shane W. Evans
© 2011
Neal Porter Book, published by Roaring Brook Press, a division of Holtzbrinck Publishing Holdings Limited Partnership

King Illustrator Honor Book


Heart and Soul: The Story of America and African Americans
Written and illustrated by Kadir Nelson
© 2011
Balzar + Bray, an imprint of HarperCollins Publishers

Tuesday, January 31, 2012

2012 Geisel Awad Winner and Honor Books

Week of January 29, 2012—And the Winner Is
Tuesday—2012 Geisel Award Winner and Honor Books

You may not be familiar with The Geisel Award. The Geisel Award is given annually to the author(s) and illustrator(s) of the most distinguished American book for beginning readers published in English in the United States during the preceding year. The winners may be picture books, leveled readers, beginning readers, early chapter books, and so on.

2012 Geisel Medal Award Winner


Tales for Very Picky Eaters
Written and illustrated by Josh Schneider
© 2011
Clarion Books, an imprint of Houghton Mifflin Harcourt Publishing Company

Anyone one has known (or been) a picky eater will enjoy this five chapter beginning chapter book. Each of the five chapters in Tales for Very Picky Eaters tells a different picky eating saga in the life of the main character, James. The horrid food James encounters include: disgusting broccoli, smelly lasagna, repulsive milk, lumpy oatmeal, and slimy eggs. James’ dad, always quick with a response, offers up outlandish optional dining suggestions for James. Dad also finds clever ways to encourage James to be more adventurous in his food choices. But be ready for the tables to be turned!

The writing is fun, albeit wordy, and the illustrations will delight young readers. Challenging vocabulary is defined in context (and through art) making the text palatable  to emergent readers.

2012 Geisel Honor Books


I Broke My Trunk
Written and illustrated by Mo Willems
© 2011
Hyperion Books for Children, an imprint of Disney Book Group 

This book is from Willems’ series, Elephant and Piggie. Gerald the Elephant tells a long story about how his trunk was broken as his concerned and well-meaing friend, Piggie, listens. I find each installment of this series delightful. The book is child-like in every sense—bold type; easy-to-read text; and simple, colorful illustrations. The vocabulary is quite limited, yet very funny. 


I Want My Hat Back
Written and illustrated by Jon Klassen
© 2011
Candlewick Press

A simple story with repeating lines and predictable phrases make this picture book a winner with young readers. Bear has lost his red, pointy hat and wanders through the forest asking others if they’ve seen it. Along the way, the reader sees Bear talking to one animal who is wearing a red, point hat. But it isn’t until the end of the book when Bear realizes, “I have seen my hat.” Kids will love knowing the solution to the problem before Bear does.

I highly recommend every picture book writer study this book and see how a strong story can be told with a few, well-chosen words.


See Me Run
Written and illustrated by Paul Meisel
© 2011
Holiday House

Dogs run, slide, jump, splash, and have tons of fun in this romp in this colorful, action-packed picture book. Just when you think you’ve seen all the dogs, there are more! The pictures will hook beginning readers first, then the story will draw them in. The end of the book will be a complete surprise, but there are hints along the way—even on the title page. The book has limited vocabulary, large print, and short sentences. All that coupled with a fun story will make this book a winner with kids.

Monday, January 30, 2012

2012 Caldecott Award Winner and Honor Books

Week of January 29, 2012—And the Winner Is
Monday, January 30, 2012—2012 Caldecott Award Winner and Honor Books
Each year The American Library Association Youth Media Awards present awards to authors and illustrators in numerous genres of children’s media. The Caldecott and Newberry Medal Awards are the oldest and most well-known of these awards.
The Caldecott Medal was named in honor of nineteenth-century English illustrator Randolph Caldecott. The award is presented annually to the artist of the most distinguished American picture book for children. [Blogger note: The award has nothing to do with the text—or lack of text—in a picture book. The award is only for the illustrations.]
CALDECOTT 2012 MEDAL WINNER


A Ball for Daisy
Illustrated by Chris Raschka
© 2011
Schwartz & Wade Books/Random House Children’s Books

A Ball for Daisy is a wordless picture book with colorful illustrations that use only a few colors. The story line is communicated through the pictures alone, and the reader can image the story to be anything he/she desires. Daisy is a little dog who loves her red ball, then loses it for a short while, and finds it again. Seeing Daisy’s emotions after losing her ball will tug at your heart strings. But don’t despair—there is a happy ending.

I’m cautious to call Raschka the author/illustrator of this book since there are no words in the book. Perhaps story teller/illustrator would be a more accurate description. And I would hesitate to say the book will hold the attention of younger readers as the Caldecott Medal Committee Chair, Steven L. Herb, said. This book is aimed at pre-readers and its strength is that it might enable children to infer what is happening in the story, without reading what is happening. None-the-less, the illustrations are poignant and lead the viewer through a tale that will make you smile and, perhaps, even shed a tear.

2012 Caldecott Honor Books


Blackout
Written and illustrated by John Rocco
© 2011
Disney-Hyperion Books, an imprint of Disney Book Group

On August 14, 2003, a massive blackout hit the East Coast. Fourteen million people in New York City alone were without power. Rocco’s stellar picture book tracks the blackout through the voice a young narrator. The blackout occurred at 4:00 p.m. but it wasn’t until the sun went down that the blackout was truly felt. The power outage brings one family to the roof top of their building and then out on the street where a street party ensues. Normally darkness is something children fear, but not in this blackout. Both in text and illustrations this is a treasure to behold and hold.

View a video at the book at http://roccoart.com/blackout.html.


Grandpa Green
Written and illustrated by Lane Smith
© 2011
Roaring Brook Press, a division of Holtzbrinck Publishing Holdings Limited Partnership

To say I love this book would be an understatement. Smith writes a beautiful story, simply told then illustrated to show the rest of the story. The book tracks the life of one child’s great grandfather. We see the great grandfather’s life from being a boy who likes plants, to a boy who wants to be a horticulturalist, to a man who creates topiaries, to a man whose memory has faded but whose garden still reminds him of his life and loves. Lane’s illustrations are breathtaking and present multiple levels and layers of the story. The trailer for the book concludes with the statement: "For grownups to read to those still growing." Lovely.



Me. . . Jane
Written and illustrated by Patrick McDonnell
© 2011
Little, Brown and Company, a division of Hachette Book Group, Inc.

This book tells the story of world-renowned primatologist Jane Goodall and her childhood friendship with her stuffed chimp, Jubliee. As she grows up, Jane observes the wonders of the world in her own backyard dreams of growing up to help animals everywhere. Of course, one day she grows up to do just that. The story is delightful, the illustrations in ink and watercolor are beautiful. This is a book that will have appeal to readers of all ages.

Sunday, January 29, 2012

Coming This Week!

Week of January 29, 2012—And the Winner Is
Quotes of the Week:
Successful people aren’t born that way. They become successful by establishing the habit of doing things unsuccessful people don’t like to do. The successful people don’t always like these things themselves; they just get on and do them.
—Charles De Lint

Doing your best at this moment, puts you in the best place for the next moment.
—Oprah Winfrey

I can honestly say I’ve not thought of being an award-winning children’s picture book author. I have thought about being a successful one, however. One strategy I’ve used in my journey to become a successful author is to read about successful authors, meet them, read their work, interview them, and so on. I’m not hoping their success will rub off on me (though that would be nice), I want to learn what makes them successful.

I’ve not met any of the authors and illustrators mentioned in this week’s posts. I have heard two or three of them speak. And I’ve read books written and illustrated by many of them. Their latest award-winning books are now on my to-read list (and then may make it on to my to-own list). This week, let’s see what we can learn from successful, award-winning authors and illustrators.

Monday—2012 Caldecott Award Winner and Honor Books
Tuesday—2012 Geisel Award Winner and Honor Books
Wednesday—2012 Coretta Scott King Book Award Winners and Honor Books
Thursday—Other Award Winners
Friday—So What Does This Mean to Me?

Friday, January 27, 2012

The Glossary, T-Z

Week of January 22, 2012—Picture Book Writer’s Glossary
Friday, January 27, 2012—The Glossary, T-Z

-T-

Three-act structure—often used in screenwriting. Act One is the Set Up and includes an Inciting Incident that leads to the first turning point of the story. Act Two includes Confrontation/Development with trials and errors, and attempts and failures to solve the problem of the story. Turning Point 2 concludes Act Two and seems to make the situation even worse (the dark moment). Act Three moves quickly taking us to the Resolution of the story and all the way to the end. See: http://robsanderswrites.blogspot.com/2011/01/screenplay-approach.html.

Transitions—words and phrases that move the reader from sentence to sentence, paragraph to paragraph, from idea to idea, or change in time. Examples of transitional words and phrases include: suddenly, out of the blue, and within minutes. Onomatopoeias, ellipses, alliterations, questions, and other techniques may also be used as transitions. Writers should be cautioned to not overuse any transition word or phrase, especially the common then, first, next, and finally. See: http://robsanderswrites.blogspot.com/2011/05/transitions-and-time-compression.html.

-U-

Use binocular vision—this term used in the writings of Barry Lane reminds writers to clarify and focus their writing. Just as a pair of binoculars have to be focused in order to clearly see, so writing has to be focused with added details to focus the reader on what the writer is trying to communicate.

-V-

Vivid Verbs—choosing verbs (action words) that accurately show the action that is going on is essential in writing. For instance, an author may write that “the boy sat down”, when actually the boy pounced, slumped, or perched. The same is true for the word said. While it is fine to use said on occasion, there are other verbs to use that might more vividly describe what is happening—such as: screamed, whispered, whined, or purred. See: http://robsanderswrites.blogspot.com/2011/09/secrets-to-specific-nouns-and-vivid.html.

Voice—writing with voice shows the author’s personality and shows that the author is writing honestly and from the heart. Voice helps the reader “see” the person behind the writing and to feel what the writer is feeling. Voice adds style and flavor to an individual’s writing. See: http://robsanderswrites.blogspot.com/2011/05/dialogue-vs-voice.html.

-W-

Whispered parenthesis—after saying something, people sometimes raise a hand to their mouth and whisper their true feelings behind the raised hands. Katie Wood Ray introduced the idea of whispered parenthesis in writing. Placing those behind-the-hand comments within parenthesis adds voice to writing. For instance: I’m sorry little brother, I’ll never do it again (until no one is looking).NOTE: Also known as Thought shot.

Writers Workshop—Writers Workshop is the method many teachers use for daily writing instruction. Writers Workshop includes four components:

Read Aloud from a variety of genres (about 5 minutes)
Modeled/Shared Writing (10-15 minutes)
Independent Writing (35-45 minutes)
Sharing Session (5 minutes)

-X-

-Y-

-Z-

Thursday, January 26, 2012

The Glossary, R-S

Week of January 22, 2012—Picture Book Writer’s Glossary
Thursday, January 26, 2012—The Glossary, R-S

-R-

Repetition (purposeful)—purposeful repetition is created intentionally. Using the word “Then” to begin every sentence is not meaningful or purposeful and is dull. Using a word, phrase, or sentence (such as using Crash! Bang! Boom! OR But the best was yet to come.) several times throughout a writing piece to intentionally add interest or move the action along is purposeful repetition. See: http://robsanderswrites.blogspot.com/2011/05/lists-rule-of-three-and-repetition.html.

Revise—to alter something already written in order to improve, change, or clarify. Revision is more involved than editing since the writer is looking not for errors to correct, but ways to improve the writing as a whole.

Rhyme—a matching similarity in sounds in two or more words, especially when the accented vowel and the consonants that follow are all the same. (For instance: mall/fall; core/more, babble/dabble.) Picture book authors strive for perfect (exact) rhyme. See: http://robsanderswrites.blogspot.com/2011/04/rhyming-poems-in-picture-books.html.

Rhythm—refers to the speed, intensity, and tone of a piece of writing. Think of this as the heart rate or heartbeat of the story. (All stories can have rhythm, but rhythm is especially a part of poetry and rhyming stories.)

Rule of Three—using words, phrases, sounds, etc. in groups of three. Three of anything seems to provide a pleasing, comforting feel for the reader. This could refer to repeating a sound three times (Whack! Whack! Whack!), three details (She was hungry. She was tired. She was lonely), or even three attempts/scenes of the main character attempting to solve his/her problem. See: http://robsanderswrites.blogspot.com/2011/05/lists-rule-of-three-and-repetition.html.

-S-

Sentence fragment (purposeful)— A meaningful sentence fragment can add sentence variety to a piece of writing. Sentence fragments are intentional and should appear in a limited number in a piece of writing. See: http://robsanderswrites.blogspot.com/2011/05/sentence-variety.html.

Shouting caps—writing a word or phrase in all capital letters is called Shouting Caps. This technique adds interest, communicates emotions, and emphasizes the word or phrase. Shouting caps may be part of dialogue, but do not have to be. (For instance: I saw the moving van pull away. YES! YES! YES! My dream had finally come true.)

Show Don’t Tell—many authors have used this phrase or concept when writing. Mark Twain said, “Don’t say the old lady screamed—bring her on and let her scream.” In other words, instead of telling the reader what has happened, the writer SHOWS what has happened. Instead of “The woman screamed”, the author could write: “The old woman flung her cane into the air and let out a blood-curdling scream.”

Simile—a comparison of two dissimilar things using like or as in the comparison. (For instance: The clouds were fluffy like cotton candy. OR He was as smelly as a trashcan.) See: http://robsanderswrites.blogspot.com/2011/03/similes-and-metaphorscomparisons-r-us.html.

Snapshot writing—this type of writing has been described by Barry Lane in his books The Revisers Tool Box and After the End. Think of how a snapshot freezes a moment in time with all the details of that moment captured for all to see. Snapshot writing does the same thing. It freezes the moment and helps the reader see all the details before moving on. NOTE: This technique is also called Exploding the Moment.

Specific Nouns—all authors use nouns (names of people, places, and things) in their writing. Good writers make the nouns specific. Instead of store, they write grocery store. Great writers use even more specific nouns. Instead of grocery store, they write Winn Dixie. Instead of dog, they write German Shepherd. These specific nouns add details to the writing and show the reader what the author is writing about. http://robsanderswrites.blogspot.com/2011/09/secrets-to-specific-nouns-and-vivid.html.

Support (supporting details)—details that work to support the topic sentence or provide more detail about the topic sentence and also make the main idea stronger. Supporting details could be facts, personal experiences, examples, descriptions (using similes, alliteration, and other figurative language), or arguments for or against something. In every case support details should directly connect with the topic sentence of your paragraph.

Surprise ending—surprise endings (also known as twisted endings) are unexpected and can catch the reader off guard. The surprise ending may include irony or cause the reader to reevaluate the story. The writer must be careful to make the ending logical even though surprising. (For instance, introducing a character or super hero suddenly in the last paragraph to solve the story’s problem may not seem logical to the reader.) See: http://robsanderswrites.blogspot.com/2011/02/effective-endings.html.

Wednesday, January 25, 2012

The Glossary, M-Q

Week of January 22, 2012—Picture Book Writer’s Glossary
Wednesday, January 25, 2012—The Glossary, M-Q


-M-

Meaningful list (or purposeful list)—meaningful lists include details, move action along, or otherwise enhance writing can be helpful. (For instance: Twelve Clydesdale horse, two Dalmatians, and four firefighters rode Engine #49 in the parade.)

Metaphor—a comparison of two different things that does NOT use like or as (For instance: The sun is an orange basketball bouncing through the sky.) See: http://robsanderswrites.blogspot.com/2011/03/similes-and-metaphorscomparisons-r-us.html.

Modifier—a word, phrase, or sentence that limits or qualifies the sense of another word, phrase, or sentence is called a modifier. Often modifiers are two hyphenated words used to qualify something about another word or phrase. (For instance: Jake was a first-time award winner.)

Moral/lesson ending—writers can communicate a moral or lesson learned at the end of their writing. A moral/lesson ending may be obvious and stated (for instance: I sure learned a lesson that day and from now I will think before I speak) or it may be implied and subtle. CAUTION: Avoid being preachy or didactic. See: http://robsanderswrites.blogspot.com/2011/02/effective-endings.html.

-N-

-O-

Onomatopoeia—the use of words that sound like the noise they make. Also known as sound effects (such as cuckoo or boom). See: http://robsanderswrites.blogspot.com/2011/03/onomatopoeias-i-love-sound-of-it.html.

-P-

Pacing—the speed at which a story progresses. The rate of pacing can change throughout a story—from fast to slow and vice versa.  http://robsanderswrites.blogspot.com/2011/05/bit-about-pacing.html.

Personification—giving human characteristics to non-human, inanimate things. (For instance: The car wipers batted away tears. OR The tree streched its arms to the sky.) See: http://robsanderswrites.blogspot.com/2011/03/personificationgiving-legs-to-words.html.

Plot—the structure and action of the events in a work of fiction. In order for a plot to begin some sort of catalyst must occur.

Point of view (POV)—the way a story is told and who tells it. The two most common POVs used in picture books are first-person POV (when the narrator speaks as “I” and is a character in the story) and third-person POV (when the narrator seems to be standing outside the story and refers to all the characters by name and uses he, they, she, etc.).

Problem—giving the central character a problem, situation, or challenge (no matter how big or small) that he/she must successfully solve/resolve (most often by himself/herself) for the story to come to a satisfactory conclusion.

-Q-