MELISSA STOLLER’S TOP TEN CHAPTER BOOK WRITING TIPS – PLUS GIVEAWAY!

Before I share Melissa’s wonderful post, there are a few things I want to announce.

The winners of my book and critique giveaways are Cathy Ogren and Kim Delude. Cathy has won a copy of Sienna, the Cowgirl Fairy: Trying to Make it Rain. Kim has won a critique on the first three chapters of her chapter book. Congratulations! Thank you to all who participated in the giveaway by commenting and sharing the link.

September is Chapter Book Challenge Lite month (a.k.a. ChaBooCha Lite). This is another chance for writers to challenge themselves, and to give themselves a deadline for writing a book. The goal is to write the first draft of an early reader, chapter book, middle grade book or YA novel within a month. Want to join the fun? Sign up here.

 

I am pleased to have my friend, Spork sister, and fellow Chapter Book Challenge member Melissa Stoller as a guest blogger today. She is offering a chance to win your choice of a copy of her book, The Enchanted Snow Globe Collection: Return to Coney Island, or a chapter book critique (first three chapters), or a picture book critique. All you have to do is comment. Be sure that your name is on the comment.

TOP TEN FACTORS TO CONSIDER WHEN CHOOSING TO WRITE A CHAPTER BOOK VERSUS A PICTURE BOOK

by Melissa Stoller

My debut chapter book, THE ENCHANTED SNOW GLOBE COLLECTION: RETURN TO CONEY ISLAND, released from Clear Fork Publishing shortly after Alayne’s chapter book, SIENNA THE COWGIRL FAIRY: TRYING TO MAKE IT RAIN. I enjoyed following Alayne’s posts about the differences between picture books and chapter books here and here. And I blogged about writing chapter books as well here and here.

When Alayne asked me to comment further about this topic, I wondered what I could add that would be new and fresh. I decided that a Top Ten List would do the trick. So here goes:

TOP TEN FACTORS TO CONSIDER WHEN CHOOSING TO WRITE A CHAPTER BOOK VERSUS A PICTURE BOOK:

1. Length of the Book – In a chapter book, the author has room for more words. I tried to keep each of the ten chapters of my book to approximately five hundred words each. That was a general rule I used for my own planning purposes but I think it helped to keep each chapter on track. And in picture books, I aim for the sweet spot of approximately five hundred words. So just by doing the math, it is apparent that I would tell a story much differently in 500 words rather than 5000 words. I liked the longer format a chapter book afforded me to tell this story.
2. Age of the Characters – My main characters are nine-year-old twins. Generally, young readers enjoy reading about characters who are a bit older than they are. The book is geared to children ages 5-8, with the main characters falling just above that mark. This older age of the main characters fits in perfectly with a chapter book structure.
3. Age of the Reader – In a chapter book, the reader can be a bit older and may be more sophisticated than the reader of a picture book. The sweet spot for picture books is generally 3-5 years old. The sweet spot for chapter books is generally 5-8 year olds. These ages tend to fluctuate and the lines get blurry, but that’s how I categorize them in my mind. Writing for each age group has its rewards, you just have to know your audience.
4. Number of Characters – The common wisdom is that the fewer the characters the better in a picture book. Picture book writers generally stick to a few characters so that the plot is tightly woven. In a chapter book, that general number of characters can expand. In my book, the main characters are twins. Plus, I include their grandmother and her dog Molly, and then Jessie and her two sisters Anna and Pauline, and finally Jack. They all had some character development (some more than others) and I had the time and word count to include relevant details and dialogue to shape them. In a picture book, there just isn’t the word count, the attention span of the young reader, or the availability of plot to include so many characters.
5. Complexity of the Plot – A picture book usually focuses tightly on one problem or issue, and one or two characters who are somehow growing or changing. That is enough for the young reader who is the target audience for the picture book. In contrast, a chapter book’s plot can be more complex, and can have more sub-plots, twists, and turns.
6. Dependence on Illustrations – Whereas the magic in a picture book comes from the meeting of the text and the illustrations, in a chapter book the magic usually comes mostly from the text. The chapter book illustrator enhances the story and helps bring the story to life, but usually there are only a few full-page and/or spot illustrations per chapter. The book is not dependent on illustration as a picture book is (hence the difference in title between a picture book and a chapter book).
7. Dialogue – A picture book usually doesn’t have excessive dialogue because there is a potential for the characters to just seem like “talking heads.” Of course there are exceptions and there can be dialogue-heavy PBs, but generally I try to keep PB dialogue to a minimum. In contrast, chapter books are filled with more dialogue and description as they present a well-rounded view of the characters and plot.
8. Enough Material for Ten Chapters – A typical chapter book is broken down into ten chapters. Ask yourself these questions: do you have enough story to fill in these chapters? Does your story arc have a complete and satisfying beginning, middle, and ending? Or could you condense the story into approximately 500 words that will be enriched by illustrations? Also, try to make sure that each chapter has a mini story arc with a beginning, middle, and end, and the transition to the next chapter contains a small cliff-hanger to help the reader maintain interest.
9. Writing Time – Because chapter books are longer and the plots are more complex, the author can spend more time with the characters and plot (of course writing picture books and chapter books both take tremendous time in the brainstorming, writing, and re-writing phases). In my case, I love my chapter book characters and this story line so I’m happy to have more time with them. I enjoyed fleshing out their emotions, their characteristics, details about their appearance and dress, their dialogue, and their adventures.
10. Series Potential – I know that an author is not supposed to be concerned with series potential when writing a picture book or a chapter book. However, I must admit that when writing THE ENCHANTED SNOW GLOBE COLLECTION, I did think about, well . . . a collection! I envisioned twins shaking many snow globes in their grandmother’s collection, and each time they did, they would be transported to a different time period and location. When writing a picture book, I might think, wow, this could really lend itself to a sequel. In fact, SCARLET’S MAGIC PAINTBRUSH is my debut picture book being published by Clear Fork Publishing in 2018, and I’m hard at work writing the sequel. But I would not envision designing a whole picture book series.

So there you have it . . . ten factors to consider when deciding whether your story is more suitable to a picture book or a chapter book. And of course, these are my top ten factors . . . you might have your own distinct top ten. Whatever you decide, make sure you set yourself up for success: work closely with your critique partners; hone your craft by participating in writing classes such as The Children’s Book Academy Chapter Book Alchemist, and writing communities such as the 12 x 12 Picture Book Writing Challenge, The Chapter Book Challenge, The Debut Picture Book Study Group, KidLit411, and many others; join the SCBWI and your local SCBWI chapter; and immerse yourself in the world of children’s books. Reading, writing, and being part of the KidLit community has truly inspired my work – and it’s been so much fun as well! 

I look forward to reading your books, and I know that whatever format you choose, it will be the best one for you.

_ _ _

Thanks, Alayne! I loved being featured on your blog. And I’m excited to read more of your upcoming chapter books and picture books!

_ _ _

Alayne: Thank you, Melissa! I look forward to reading more of your work as well.

 

  About Melissa:

Melissa Stoller is the author of the debut chapter book THE ENCHANTED SNOW GLOBE COLLECTION: RETURN TO CONEY ISLAND (Clear Fork Publishing, July 2017); the debut picture book SCARLET’S MAGIC PAINTBRUSH (Clear Fork, March, 2018); and THE ENCHANTED SNOW GLOBE COLLECTION: THE LIBERTY BELL TRAIN RIDE (Clear Fork, April 2018).  She is also the co-author of THE PARENT-CHILD BOOK CLUB: CONNECTING WITH YOUR KIDS THROUGH READING (HorizonLine Publishing, 2009). Melissa is a Regional Ambassador for The Chapter Book Challenge, an Admin for The Debut Picture Book Study Group, an Assistant for Mira Reisberg’s Children’s Book Academy, and a volunteer with SCBWI-MetroNY. Melissa writes parenting articles, and has worked as a lawyer, legal writing instructor, and early childhood educator. She lives in New York City with her husband, three daughters, and one puppy. When not writing or reading, she can be found exploring NYC with family and friends, travelling, and adding treasures to her collections. Find Melissa online at www.MelissaStoller.com, MelissaBergerStoller (Facebook),  @MelissaStoller (Twitter), and Melissa_Stoller (Instagram).

 

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12 X 12 CRITIQUE NINJA and EPISODIC STORIES

One of the many benefits of Julie Hedlund’s 12 x 12 group is the Manuscript Makeover section in the 12 x 12 forum. Members post their picture book manuscripts in the forum and critique ninjas pop in and offer critiques. Last month, I had the pleasure of being a critique ninja. I’ll be returning in September for another month as ninja. There are many talented writers in 12 x 12, and I read lots of stories – some fun, some funny, some touching – all creative. I found a pattern in many of the stories I read. They had elements of episodic storytelling.

 

Following, I provide a brief overview of episodic storytelling in an abbreviated lesson from my online picture book manuscript writing and analyzing course Art of Arc.

 

Rising Chaos

 

A while back, in response to a critique I had done for a chapter book, the author responded, in part, with the following:

 

“For me, rising action means adding story problems! Rising chaos!”

 

That’s one way I would describe an episodic story. While the story might be entertaining and move forward, it meanders. An episodic story reminds me a bit of the expression, “The tail wagging the dog.” For a while, the story is taken over by some fun and entertaining scene(s), but eventually it has to get back to the story as a whole – the one with a cohesive beginning, middle, and end. The entertainment is the tail – the dog is the main character who is being wagged by the tail – and as a result, your reader is also being wagged by the tail.

 

The story takes the reader down a meandering path that is disconnected from the other parts of the story. Perhaps the path is loosely connected because the protagonist is involved and there is some sort of loose connection to the character’s problem. But the question to consider is, how connected is each scene to the scene that came before and the scene that follows?

 

The goal in a picture book with a classic arc is to have scenes flow seamlessly, building off each other until they are so blended you don’t even notice the changes that lead up to the end.

 

In an episodic story, the scenes often feel disconnected.

 

The scenes feel erratic, and even though the scene itself might have some tension, it doesn’t add tension to the story as a whole. The story might be moving forward, but the reader has a sense that she is not getting anywhere.

In the picture book manuscripts I critique, I often find main characters taking action, going from one place (or one thing) to another with no real reason. It’s a little bit like the main character is playing a game of Whack-a-Mole. To the reader, it feels like the main character is spending all his time reacting to any obstacle that pops up. He has no real plan or reason for his actions – no real direction. Episodic stories lack focus and direction. Many times circumstances or other characters drive the direction the story takes, and the main character seems to go along for the ride. We see no change or growth in the scenes or in the story. One way that change and growth are revealed is through decisions.

 

SOME WAYS TO TEST YOUR PICTURE BOOK MANUSCRIPT FOR EPISODIC ELEMENTS

 

DOES IT MATTER WHERE EACH SCENE APPEARS IN THE STORY?

 

With storylines built via cause and effect, scenes rely on each other to tell the story and to build tension. What if you moved your scenes around? Would the plot change? If it doesn’t matter where a particular scene happens in the story, it is likely episodic.

 

ARE SCENE GOALS RELATED TO THE STORY GOAL (larger plotline)?

 

Although scenes stand alone, they also need to be steps in the story plot. How does each scene advance the story (related to the plot as a whole)? Does the resolution or discovery made at the end of one scene set things up for the next? Or stated differently, does the next scene start with something that stemmed from the prior scene – an event, a decision, an action – and then move on to something new that leads to the next scene?

 

IS THE RISING ACTION, RISING CHAOS?

 

Are the main character’s challenges independent problems that create a meaningless (as related to the big story problem) obstacle course for the main character?  How can the challenges all be connected to the common thread of the story? Resist causing unnecessary trouble for the main character. Even when the trouble is entertaining, fun, and exciting, if it doesn’t have “whole story” purpose, it is probably episodic.

 

Each of the main character’s challenges should involve the following:

 

• Overcoming the obstacle for that portion of the story.
• Have significance to the bigger story. Remember, the main character has a big story goal and then smaller goals as the story builds. The smaller goals should not be too far removed from the big goal.

 

IS THERE A GOAL DRIVING THE SCENE?

 

Why is the main character in this scene? Why is he taking action? Is he taking intentional action or is he just reacting with no goal in mind?

 

DO THE SCENES INFORM THE READER?

 

• What will the reader learn about the story (as a whole)?
• What will the reader learn about the main character?
• Do these events and actions move the plot forward in a way that makes the reader care about the main character, become curious, want to know more?
• What is the purpose of the scene?

 

At the end of this post you will find a couple of links that will lead to excellent posts on episodic writing. Although they are not about picture book writing, they still help clarify what an episodic story is and why it can be problematic. Although some people write episodic stories intentionally, I believe there is no room for episodic storytelling in picture books. Young children do not have the attention span to follow the chaos that is created in such a story.

 

Let me be clear about the above statement. I am talking about classic stories. There are picture books that may seem episodic, and at times that’s okay. Concept picture books are a good example. The reason these books can be episodic is because they are built around a theme or concept. Take a look at THE BELLY BOOK by Fran Manushkin or EVERYBODY SLEEPS (BUT NOT FRED) by Josh Schneider. Many of the events in these books could have happened at any point within the book (or story). But these books are not built around a classic arc. Every story you write will NOT need to be analyzed for episodic elements. However, if the story you are writing is built around a classic arc with rising action and cause and effect, watch for episodic elements.

 

In the Art of Arc Course, I list some books in the cause and effect section that have somewhat episodic segments, but they are still built around cause and effect. NO DAVID, by David Shannon and WHAT IF EVERYBODY DID THAT, by Ellen Javernick are a couple. Although many of the segments could appear anywhere in the book, these segments each have their own cause and effect.

 

In NO DAVID, David’s actions lead to a reaction from his mother. But eventually the sum of the events lead to a reaction from David and that event leads to the final reaction from his mother.

 

In WHAT IF EVERYBODY DID THAT, each time that question is asked the reader sees the effect.

 

In BECAUSE I STUBBED MY TOE, by Shawn Byous you will find a perfect example of how important the order of events can be. Everything that happens in this story is a result of the boy stubbing his toe, but it is also the result of the event that came before it. This is a true cause and effect book.

Copyright Alayne Kay Christian 2016

LINKS TO ARTICLES ON EPISODIC WRITING

 

Plotting Problems – Episodic Writing

By Marg McAlister

http://www.fictionfactor.com/guests/plottingproblems.html

 

From Moody Writing

Episodic Storytelling is a problem

http://moodywriting.blogspot.com/2012/11/episodic-storytelling-is-problem.html

 

IF YOU WOULD LIKE TO LEARN MORE ABOUT CAUSE AND EFFECT, EPISODIC STORIES, OR STORY AND CHARACTER ARCS contact me and ask about the new TRY IT plan where you can try the first five Art of Arc lessons for $35.00 – purchased with no obligation to buy the remainder of the course. You may contact me using the “contact” tab at the top of this page, or via my Art of Arc webpage.

 

An outline of the first five lessons follows:

 

WELCOME SECTION

 

The welcome section includes a nine-page supplement demonstrating sixteen different picture book structures with diagrams, descriptions, and book titles.

 

LESSON ONE: BEGINNINGS AND ENDINGS

 

• Who is your protagonist?
• What drives your protagonist?
• Beginnings and hooks.
• Who, what, where, when, why?
• Story promise, reader’s expectations, and story questions.
• Page-turners.
• How the whole story connects to the ending.

 

This lesson includes supplemental materials that demonstrate the components of strong beginnings and endings. It also includes worksheets for analyzing published picture books and your manuscripts.

 

LESSON TWO: BEYOND THE HOOK

 

• Setting the hook.
• Creating a connection with the reader.
• Inciting incident.
• Ways to keep the reader reading.
• More on page-turners.

 

This lesson includes supplemental materials that demonstrate the components of strong beginning and endings. It also includes worksheets for analyzing published picture books and your manuscripts.

 

LESSON THREE: OVERVIEW OF PICTURE BOOK PLOT STRUCTURE

 

• Story arc (plot development)
• Character arc (character development)
• Questions to ponder
• Small, scene goals
• Tension
• Feelings
• Character turning points

 

LESSON FOUR: CAUSE AND EFFECT

 

• What is cause and effect and why is it important
• Diagrams
• Writing exercises
• Worksheets
• Examples
• Bonus supplement with links to additional info

 

LESSON FIVE: EPISODIC STORIES

 

• What is an episodic story?
• What causes a story to be episodic?
• Worksheets and tips for testing your story for episodic elements
• Links to additional info

 

 

 

 

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OVERCOME SELF-DOUBT, DEEPEN YOUR UNDERSTANDING OF PICTURE BOOK WRITING, AND A GIVEAWAY

 

FIRST A LITTLE INSPIRATION

Amy Ludwig VanDerwater, author of FOREST HAS A SONG and EVERY DAY BIRDS, challenged Today’s Little Ditty readers to write poems about small things— animals or objects you see everyday and don’t give much thought. I took the challenge, and I’m honored that my piece was selected as the poem that will close out Today’s Little Ditty’s month of small beauties.

Today’s Little Ditty is a great blog to follow. It offers tips and prompts for writing various forms of poetry, wonderful interviews, and fantastic examples of poetry. It’s well worth checking out.

Following is my little ditty.

 

 

SOMEWHERE BETWEEN NIGHT AND DAY
by Alayne Kay Christian ©2016

As the morning light steals the night
A new day is on the horizon
I am drawn to the eastern sky

In complete silence
The bright morning star calls to me
I am one with the Universe
Of this I am never more certain than
Somewhere between night and day

In the sharing of this poem, I wish you many moments of quiet peace.

OVERCOMING SELF-DOUBT and FREE GIVEAWAY

In January, I was a guest blogger for Meg Miller’s ReviMo challenge where I wrote REVISING YOUR WAY TO DREAMS COME TRUE. If you are struggling with frustration or self-doubt, you might feel renewed after reading this post. At the end, I offer a free checklist for polishing manuscripts and doing critiques and edits.

IMPROVE YOUR MANUSCRIPTS AND YOUR ABILITY TO ENGAGE READERS

This month, I had the honor of being a faculty member on the ReFoReMo (Read for Research Month) team. In my guest post, CLOSING THE GAP BETWEEN READING AND WRITING, I encourage readers to look deeper than the surface when analyzing mentor texts or your own work. In considering ways to engage readers, I offer four questions to ponder while analyzing your stories or mentor texts.

DEEPEN YOUR UNDERSTANDING OF PICTURE BOOK WRITING

My picture book writing course ART OF ARC: How to Analyze Your Picture Book Manuscript continues to deepen writers understanding of picture books while helping them refine their work. Following are some of the latest comments from students who have completed the course.

I wish The Art of the Arc course existed a year ago. It would have saved me a lot of time. It gathers a lot of information that new picture book writers need all in one place. Alayne provides so many examples and even includes a few that don’t follow the classic arc. I found the reminders about what the reader should be experiencing at different points in the story especially helpful.

I appreciated how the worksheets made me take apart my own manuscripts so I have a better understanding of why some aspect isn’t working. I’m going to continue using the worksheets to guide my revisions. The Facebook group doing a monthly study of a picture book should help solidify what I’ve learned. Thank you, Alayne! – Mary Worley – Children’s Writer and Former Librarian

Alayne’s Art of Arc self-paced course not only teaches a writer about story structure but explains the specific parts of a story, in depth, and the importance of why each must be related, relevant, and remain connected. What I learned through her examples and exercises are the specific ways to break down a story using task analysis. This process helps me determine if the reader is “imagining and feeling” the story I want to tell reflected through my writing. As a writer who starts as a pantser, Alayne provided the organization I needed to analyze my own writing. – Keila V. Dawson, Author, THE KING CAKE BABY, Pelican Publishing Co., January 31, 2015

Alayne distills and clarifies picture book wisdom in a conversational tone. Her writing has earned a place on my reference shelf. Mike Karg – Children’s Book Writer

Art of the Arc teaches you to methodically analyze your manuscript or mentor text, and in doing so, pulls you back as the author to see your story through more objective eyes, able to evaluate it piece by piece. The course is well organized and contains a virtual plethora of resources. – Beth Anderson – Freelance Writer

This course was so helpful in showing me the areas where my manuscripts were not moving and how to fix that. Studying picture books suggested in the course focused this for me. The great thing is now I’ll be able to use this as I’m writing and, I hope, cut down on revision time. I highly recommend this comprehensive course. – Carol Crane – Children’s Writer

When asked, “How does this course compare to other courses you have taken?” One Art of Arc graduate said, “I haven’t taken other courses. The best comparison is Ann Whitford Paul’s WRITING PICTURE BOOKS. I love the depth and specificity of both. As with her book, your materials are worthy of re-reads.”

The following are not testimonials, but a few wonderful comments from the ART OF ARC Facebook group.

I just want to thank you, Alayne Kay Christian for putting together such a comprehensive course. I am only on lesson two, but I have already learned so much. The cost of this course is some of the best money I ever spent on learning the picture book craft. My mind is racing with all the possibilities for improving my manuscripts and writing new and better ones. I am truly blown away with how much work you put into this and how generous you are to share it with the world. Thank you!

I agree! And the ability to be in this group, ask questions and give answers is invaluable, too! Thanks, Alayne Kay Christian!

Click here to learn more about ART OF ARC and to read many more testimonials.

 

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ARTISTS AND GRUMBLES AND BEARS – OH MY! And a little news about me too!

While I was off pondering future blog posts, taking a break from critiques, and editing picture book manuscripts, I discovered a great picture book writing course. To be fair, I wrote a picture book writing course! Today’s post will share some exciting news about my critique partners and friends. But I’m also EXCITED TO ANNOUNCE the launch of ART OF ARC: How to Analyze Your Picture Book Manuscript – An independent study writing course. My Mama brought me up to be polite, so I’ll share the news about my friends first. We have had so much good news in the writing community this year that I can’t share it all in one post. My apologies to my friends who are not in this round of announcements.

My critique partner Yvonne Mes has two newly released picture books.

Oliver’s Grumbles – illustrated by Giuseppe Poli

Meet Sydney Nolan – illustrated by Sandra Eterovic

My critique partner Renee LaTulippe  authored poems in the recently released

National Geographic Book of Nature Poetry: More than 200 Poems With Photographs That Float, Zoom, and Bloom!

My critique partner Julie Falatko’s debut picture book Snappsy the Alligator (Did Not Ask to Be in This Book)  will be released in February 2016. It is illustrated by Tim Miller.

My critique partner Dev Petty’s debut picture book I Dont’ Want to be a Frog was released this year. The illustrator is Mike Boldt. 

My friend and Sub Six member

Penny Parker Klostermann’s debut picture book 

There Was an Old Dragon Who Swallowed a Knight was released in August. It’s illustrated by Ben Mantle.

I just registered for my fifth round of Tara Lazar’s PiBoIdMo (Picture Book Idea Month) Since I am sharing friend’s books, Tara has been on fire! She had two books released this year and has several coming out next year. CONGRATULATIONS TO ALL MY FRIENDS!

 

AND NOW FOR MY BIG ANNOUNCEMENT!

I’m happy to announce the launch of ART OF ARC: How to Analyze Your Picture Book Manuscript. This is a self-study course that will deepen your understanding of picture books written with a classic arc and introduce you to other picture book structures. Understanding story and character arcs will help give your stories order and the tension that will energize them from the beginning to the end. This energy will not only drive your protagonist forward – it will also drive readers to turn pages and keep reading. The course offers worksheets that will improve existing manuscripts and make future writing stronger. You will gain the knowledge and receive the tools to assist you in analyzing your own work prior to investing in professional critiques. It guides you through a manuscript-self-assessment process that may help prevent submitting manuscripts prematurely. It also shows how to avoid common writing errors and apply writing elements that will enhance your stories in a way that will take them to a higher level. The tools provided are perfect for analyzing mentor texts, too! All the above and much, much more for less than the cost of one professional critique! Detailed information about the course, the very low introductory price, and my qualifications to teach this course can be found on my website.  You can find a few testimonials below.

TESTIMONIALS

ART OF ARC is one of the most comprehensive writing classes I’ve ever taken. It breaks down complex aspects of story structure in a clear manner that helped me to understand every element of picture books, from hook to satisfying ending. The worksheets helped me to dissect my stories and see what they were missing and how they needed to be rearranged, making the revision process a lot less painful. If you want to learn how to develop a great story arc with a hook, page-turners, tension, dark moment, climax, and satisfying ending – this class is for you! Alayne even includes links for writing resources.

– Donna C.

Children’s Book Writer

Alayne has outdone herself with this course; I don’t know HOW she does it. Things I thought I understood about writing picture books are now crystal clear!! Alayne somehow manages to make it simple and easy to understand yet delves deeper into the workings of a picture book than I ever have before, and I’ve studied picture book writing quite a bit!  Great information, wonderfully laid out to lead you systematically through analyzing and improving your manuscript. Almost every lesson gives really helpful examples. I loved this course! I’ll continue using it to polish my manuscripts in the future.

– Meg M.

Children’s Book Writer

Fresh. Straight forward. Thought provoking. Idea generating. WOW! It clarified and enhanced my understanding of things I’ve learned prior to the course. You’ve explained things I’ve heard before in a way that is clicking better now. I feel I have a better eye for story arcs, extraneous information that bogs stories down, lack of forward movement, how authors keep or do not keep tension in their books, etc.

– ART OF ARC Beta Students

Detailed information about the course, the very low introductory price, and my qualifications to teach this course can be found on my website.

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ALL ABOUT SUBMISSIONS GUEST BLOGGER YVONNE MES: HOW TO SUBMIT WITHOUT FEELING LIKE THROWING UP

HOW TO SUBMIT WITHOUT FEELING LIKE THROWING UP

by Yvonne Mes

Through my travels in various children’s writing groups, on-line and in person, I have come across a few people who have said something like:

“I have just submitted my manuscript to (insert name of dream agent or publisher). Eurgh, I feel like throwing up.” Or they took it one step further and expressed the state of their nerves by regurgitating their lunch.

I am here to tell you submitting should not make you feel sick!

You may not be quite as emotional as some, or go to these bodily extremes after submitting a manuscript, however feelings of anxiety are quite common.

I admit to having experienced some strong but opposing emotions when submitting a story. I share a couple of my experiences below.

Ignorance is bliss

My first submission was a picture book story for a writers’ festival competition. I knew nothing about writing for children, but I had children, I loved reading, and I had an active imagination. Therefore, I was confident my story was a winner. Ah, the bliss of ignorance. I whistled merrily as I pressed that send button. I would win that contest. Someone would offer me a contract, and people would soon start calling me the new Mem Fox or Jane Yolen.

Fast forward a few months …

During the months of waiting for the results, I immersed myself in picture book writing. I researched online. I read books. I enrolled in one writing course and then another. By the time I found out I hadn’t won the contest, I was only a little devastated, because by then I had realized that the story I had submitted, well … sucked.

Too much knowledge is dangerous

The next time I submitted a story, to an agent no less, I had almost finished my writing courses. I had spent a lot of time on this story. I had joined several critique groups. Using their feedback, I revised and revised and polished my story so much that I could almost see my reflection in it.

But this time when I submitted, I had realized how hard it was to get traditionally published, how small the chances were and how long it could take. This time, I felt I had everything to lose. And I did feel rather queasy.

Control

Now, I am going to be wildly assumptive and judgmental, or perhaps incredibly insightful and say that most of us writers are control freaks.

When you hit that send button or let that letter slip from your fingers into the great unknown and unpredictable via the mailbox, be it real or virtual, it is out of your control.

You had control when you coaxed it into being. You let others critique it, but still, you were able to decide what was worth taking into account, and you were in control of the revisions. But once it’s gone, you can’t change that sentence around anymore or find a stronger verb. And now that you have let it go, you are worried that perhaps it could have been better.

Even if you are completely confident about the creative masterpiece that is your manuscript, you worry about the things beyond your control. What if the mail truck does a double flip en route to Mr. Dream Agent? What if the agent sloshes her coffee over your manuscript? What if a computer virus hacks her inbox? What if your agent has left to join another agency and your manuscript has been filed in the black hole of lost stories?  There are so many variables beyond your control. And it makes you sick. Sick to your stomach. Pass the barf bag.

After a suitable amount of waiting, anywhere from 2 minutes to 6 months, you hang on to every little shred of hope that your story has, in fact, NOT been rejected but perhaps misplaced temporarily or even better is taking longer while a contract is being drawn up. You anxiously wait, and wait, and wait.

Hang on, hold on. Stop! What you are doing? Do you really have time to obsess over these things? Let’s be practical.

Set a reminder in your diary at the date the agent or publisher had specified as their cut-off date. If you haven’t heard anything by then, ask them for a status update. If you don’t hear back from them within a few weeks, that’s it. You have been rejected. Move on.

What can you do?

Now, I am the least Zen or Buddha-like person. I don’t believe in fate and karma, and I can never quite attain a sense of calm and complete relaxation, or at least not for very long. But I do believe in logic.

And my logic tells me that once my manuscript is gone, it is out of my control, and therefore not worth spending energy on.

Let it go.

Know that you have done all you can. You have done everything you can to make this manuscript the best. You did what you could to make yourself visible as an author. You did your homework, your research on your story AND on the agent or publishing house. You studied the craft of writing. You had the story critiqued several times. You have not written the stuffing out of it. Now it is time to …

… let it go.

Know there is more than one good story in you. Revel in the knowledge that even if every submission you ever send out gets rejected, you are already a successful writer. You wrote a story. You made it your best. And you are in the game!

Let it go.

So what if you discover you have made a grammatical error or misspelled Mr. Cszrukosy, your dream agent’s name? Well, it is out of your control now. Besides, if the rest of your query was professional, and your story is pretty awesome on top of that, well then, they will forgive you that mistake.

Go and work on something else. Spend some time with your family or friends or pets. Do something else enjoyable, like read a book! And then … start writing something else.

Let it go.

And if ‘Letting Go’ doesn’t work try the following:

Face your fears

What is the worst that could happen in the micro cosmos of this particular story? It could be rejected. Let’s be honest, statistically that is the most likely outcome. You know that it is going to happen, just not how, or when. Even established writers get more rejections than they do contracts.

Be practical, increase your chances by writing more stories and submitting more often, and if the story keeps getting rejected?  It still doesn’t mean the death of your story. If you receive feedback you can work with, you can submit it somewhere else. If you don’t receive feedback, seek it out. Maybe your story plot is fine but instead of a picture book, your idea will work better as a short story for a magazine or chapter book.

Whatever you do, keep submitting. Press that ‘send’ button, shove that letter in the mailbox, breathe, smile and let it go.

BIO

Yvonne has been around children most of her life, if she isn’t working with them, she is raising them. Yvonne coordinates Write Links, the Brisbane children’s writers group  ww.brisbanewritelinks.weebly.com and is a supporter of Kidlit411.com. Her short story My Sister Ate My Science Project will be published in The School Magazine (Australia) this year. In addition to writing for children, she also likes to work on her illustrations.

Yvonne has a Bachelor of Children’s Services, a Certificate in Professional Children’s Writing, a Cert IV in Visual Arts and Crafts and a Cert IV in Training and Assessment.

You can find out more about Yvonne on her website. www.yvonnemes.weebly.com.

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ALL ABOUT SUBMISSIONS Q & A: COPING WITH REJECTIONS, PART TWO

This month, I asked the All about Submissions team the following questions: How do you cope with rejections? What do you do with the rejection letters – even if they are just form letters? I shared some of our answers yesterday in Part One. Here are the remaining answers plus links to some excellent posts. Please feel free to comment and share your tips for coping with rejections. And remember, if you have questions you would like answered, either ask it in the comment section or contact me by clicking the “contact” button at the top of this page.

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Teresa Robeson, author and artist

teresarobeson.com

Rejections used to get me into a deep funk. I think that’s partly why I gave up writing for a while in the 2000s (that, combined with the stress of homeschooling two young kids during that period). I had some wonderfully encouraging, personalized rejections among the form ones, but it was still so depressing.

I think that, with age, I have grown a thicker skin and now rejections don’t bother me as much. They still do, but they don’t define my self-worth. Also, I’ve gotten fan letters and compliments (from readers and editors) on my published works, and that really helps to sustain me when I receive a rejection.

Because I’m semi-organized (more hypothetically than in practice), I save all my rejection letters in files, either real or virtual. I occasionally, like once every seven years, pull out the encouraging ones to look at, but I don’t do anything with them otherwise. No need to re-live the angst of the form rejections, and I hold the good ones in my heart anyway.

As much as rejections pain me, in today’s world of “we’ll reply only if interested,” I would rather receive a form rejection than no rejection at all!

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Sophia Mallonée, Children’s Writer

www.sophiamallonee.com

Rejections suck. Yeah, your skin might grow a little thicker over time, but there really is no getting used to the rejection process.

For me, my coping mechanisms vary from rejection to rejection. The best rejections are the personalized ones. With those, I like to pick apart the letter and try to view my manuscript the way the agent or editor did. Can I utilize their advice? I’ll pour over my manuscript and try to find any weak links that I might be able to strengthen. I take these rejections as learning experiences. Yes, it still sucks to be rejected. But at least in these cases (most often) I’ve received a little bit of knowledge as a consolation prize.

It’s the form rejections that are the worst. It’s more difficult to take away a great lesson when you receive an “It’s wonderful…but just not for me” type of letter. That always stings. It’s like a breakup where you’re never able to say how you felt in the end, and the closure is never had. Why? Just give me something. If it’s so wonderful, then why is it not for you? It took me a while to let go of those rejections. But I get it. I know that a manuscript can be good and still not connect with you – I read stories like that all of the time – for no particular reason. I understand that to respond to every single query/submission would be a ridiculous waste of time. But still, just because I understand the rejection process, doesn’t mean I have to like it. I definitely allow myself to have a mini pity-party, followed by a phone call or lunch with my critique buddies, where we all commiserate. After that, I’ll write something new. Nothing makes me feel more accomplished and happy than diving into a new story.

I like to keep my rejection letters. I keep all of my electronic rejection letters filed away (even if they’re form) in my email. That way, if I query or submit to the same agent/editor again in the future, I can reference back to any correspondence we might have had in the past.

I don’t, however, keep any paper rejections unless they’re personalized and mailed to me. I don’t have the time or space for extra paperwork.

I’ll mention that I also have a running “Submission Tracking” spreadsheet that I maintain. I track all letters received, dates and any specific notes next to the agent/editor info on this sheet. That way, even if I don’t have the letters themselves, I’m still able to reference specifics quickly.

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Cindy Williams Schrauben, Children’s Writer

Raising Book Monsters – kids who devour books and hunger for knowledge

http://www.RaisingBookMonsters.com

What do I do with form rejections? I log them (on my submission spreadsheet) and forget them. Done.

How do I cope with rejections? This question sounds very straight forward, but there are many variables. I can say, though, that my coping mechanisms have become much stronger over time and I can even say that I am grateful for them – okay, not grateful that they said NO, but grateful for the fact that they responded at all.

My first few rejections were very difficult – I, simply, didn’t know how it worked. I had written a story – a good story, so I thought – and put it out there for the world to see. Time for agents to start knocking at my door, right? Finding that others didn’t share my passion for this manuscript was, initially, really tough. I know now that it isn’t quite that easy. But I can say that I ALWAYS read a rejection like a critique, quickly the first time… let it sit… and then read it again later with less emotion and more objectivity.

Call it rationalization if you like, but I cope with rejections by asking myself a couple questions:

Was this a dream agent? If the answer is no, I tell myself that this rejection is just getting me closer to the right one. If the answer is yes, well, I blubber away for a while and then I eat some ice cream.

Another determining factor is the type of rejection – they are not all created equal. Form rejections, for example just suck; that’s all there is to it. There is nothing to learn from them other than perseverance and a tough skin. One way to help is to go to Literary Rejections and read about all the hugely successful authors who have been rejected hundreds of times.  Their tagline is: “helping writers persevere through rejection.” Their web and Facebook sites both offer commiseration and inspiration.

Personalized rejections are a different story entirely. I recently received one from an agent that included real reasons for rejecting my work. It wasn’t a copy/paste response like: “I wasn’t in love” blah, blah, blah, or “not a good fit” blah, blah, blah, but offered some constructive criticism.  I treat these rejections like gold. They are, in fact, critiques from someone who truly knows the business. Sure, it is just another opinion, but an informed one to say the least.

My final piece of advice/rationalization is to tell myself that I want an agent who LOVES my work. Period. If they don’t… well, they aren’t right for me.

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Sylvia Liu, Writer-illustrator

portfolio: www.enjoyingplanetearth.com

blog: www.sylvialiuland.com

Sylvia Liu is a winner of the Lee & Low New Voices Award. http://blog.leeandlow.com/2014/01/15/announcing-our-2013-new-voices-award-winner/

I am very practical and dispassionate about rejections. I figure it’s a numbers game and I will need to rack up many rejections before I find the right fit. I also look on the bright side. If I get deafening silence, I can imagine that the agent or publisher is still pondering the story. If I get a form letter, I get closure. If I get a quick rejection, I’m happy to move on. If I get personalized feedback, I am thrilled to improve my story and am buoyed by the prospect that it is one step further out of the slush pile.

The hardest rejections are after an agent has requested more work and they end up passing on my work. It’s hard not take that personally, but it does spur me to keep strengthening all my pieces.

I keep all my rejections. In the olden days, I’d get photocopies of form letters that I still have in an accordion file. Nowadays, I keep an “Agent Correspondence” file in my emails. My favorite rejection was one where my husband and I submitted a piece he wrote and I illustrated about six years ago. The rejection was addressed to him, but the line, “Tell Ms. Liu her illustrations are brilliant,” still sustains me today.

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Alayne Kay Christian, Award Winning Children’s Author

Butterfly Kisses for Grandma and Grandpa

Represented by Erzsi Deak, Hen&ink Literary Studio

Before I share this month’s links, I want to make one point. Many of the All about Submissions team members mentioned developing tough or thick skin. First I want to say that a form letter rejection, a kind/helpful rejection, or the emptiness of no response from a manuscript submission can all be perceived as criticism. I believe one excellent way to develop thick skin and practice coping with criticism is to join a critique group. But here’s the thing about critique groups, a critique partner who is afraid of hurting someone’s feelings and therefore is not as honest as they can be about their crit partners’ manuscripts is doing a disservice to their fellow writers. Be honest. Tell what you see, think, feel. Critiques are like dress rehearsals for rejections. The author of the manuscript can decide if they agree with you or not. Of course, you want to give positive feedback as well. Ask your critique partners to help you out by honestly telling it as they see it.

Links:

From Jessica P. Morrell

Three posts (all appear on the same page – if you click on any one of the three links below, you will access the page):

What Editor’s Notice

Top Eleven Reasons Why a Manuscript is Rejected

Tips for staying out of the rejection pile

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From OneWildWorld.com:  SIX GUIDELINES FOR TURNING REJECTION INTO SUCCESS by Carol Despeaux

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From Distractify: 10 PAINFUL REJECTION LETTERS TO FAMOUS PEOPLE PROVING YOU SHOULD NEVER GIVE UP YOUR DREAMS by Averi Clements

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From Kristin Lamb’s blog: HOW TO TAKE CRITICISM LIKE A PRO by J.E. Fishman

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From MORE online magazine: KATHRYN STOCKETT’S “THE HELP” TURNED DOWN 60 TIMES BEFORE BECOMING A BEST SELLER

by Kathryn Stockett

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TOP 10 FAMOUS BOOKS THAT WERE ORIGINALLY REJECTED

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From Schuler Books Weblog: 30 FAMOUS AUTHORS WHOSE WORKS WERE REJECTED, by Michelle Kerns

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Romelle Broas shares a humorous post, REJECTION LETTERS FROM A POSITIVE PERSPECTIVE

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Tidbits from Alayne

Two responses to rejections that I see in the writing community that I enjoy are as follows:

Onword and upword! (spelling intentional)

Now I’m one step closer to publication (variations: signing with an agent, a book contract)

A list of all the ALL ABOUT SUBMISSIONS posts.

 

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SUB SIX SERIES GUEST BLOGGER, MARCIE FLINCHUM ATKINS: USING CHARACTER-DRIVEN PICTURE BOOKS AS MENTOR TEXTS TO IMPROVE YOUR OWN WRITING

When submitting a manuscript, you want to submit your best work. One way to make your story shine is by learning from others. Marcie Flinchum Atkins shows us how to study other authors’ picture books to improve our craft. Thanks, Marcie, for this lesson in using character-driven picture books as mentor texts. Click on the images of the printables to get PDFs.

Using Character-Driven Picture Books as Mentor Texts to Improve Your Own Writing

By Marcie Flinchum Atkins

What is a Mentor Text?

A mentor text is a stellar text that is used as an example of good writing technique. If you study a mentor text, not just reading it as a reader, but reading it as a writer, you can improve your own writing. It’s like learning from the experts.

Professional athletes watch the techniques of others in their field. Artists look at the paintings of others artists and study HOW they created that work of art. Writers should be no different. We can read for pleasure, and we should. But reading with a writer’s eye is critical in improving at your craft.

The Most Important Thing

We can read and read and study phenomenal books for kids, but if we never apply what we’ve learned to our writing, then it’s not much help. Let me give you an example, when I teach kids about using sensory words in their writing, we spend time looking for how authors incorporate sensory language into their writing to help the reader really feel like they are experiencing the story. However, the most important piece of this lesson is giving kids time to actually try it out. After we’ve learned about it, we take a piece of writing that they are already working on and we try to find places to add sensory details. This is the application part.

As a writer for children, we need to do this too. If you are having trouble creating endings for your picture books (I have this problem), the first thing to do is to study a lot of different ways to end it by looking at real books. But the MOST IMPORTANT thing is to TRY IT OUT in your own manuscript. You may have to try many different ones before you nail it, but you must try it.

Character-Driven Picture Books
In this particular “Mentor Texts for Writers” session we are going to take a closer look at character-driven picture books.

What is a character-driven picture book?

The focus of the picture book is on the character and, in most cases, something unique that that character has/does/is.

If you want a great definition and examples of character-driven picture books see Pam Calvert’s website: WOVEN WITH PIXIE DUST.

Why Character-Driven Picture Books?

I read a lot about what agents and editors want because I’m still looking for an agent and/or an editor. Something that I keep seeing over and over again in their wish lists is CHARACTER-DRIVEN PICTURE BOOKS.

I have some character-driven picture books in my work-in-progress stack, but I know they are not quite there yet. So I set out to study them—what makes them character-driven and what were some of the common characteristics.

The Process:

1) Look for books in the area where you need work. In this case, character-driven picture books.

How did I find the picture books I wanted to study?

Trust me, I don’t have the time the go to the library and scan the shelves. I do a little bit of online research and I ordered them on my library’s online catalog.

I did scan my kids’ bookshelves. I asked my friend Google: “character-driven picture books.” This led me to a few.

Amazon.com Amazon has this awesome feature that shows you what other books people bought who bought the same book you searched for. Sometimes it’s not helpful, but most of the time, it’s a goldmine.

I narrowed my study to ONLY books that were written and illustrated by two different people because I’m a writer only. There are a ton of great character-driven picture books by author/illustrators (OLIVIA by Ian Falconer and MR. TIGER GOES WILD are just two great examples from author/illustrators). But so much of their books are revealed through the pictures, so I knew if I wanted to study writing technique, I’d need to look at books written and illustrated by different people.

2) Read those books.

First I read them just to read them—mostly to myself or to my own kids. I made some notes about things I noticed about them as a genre.

Things that I noticed:

• Many of the character driven books are author/illustrator books
• Girl characters outweigh boy characters by a LOT (note to self: hole in the market). There are some boy characters, but many of them upon reading them are not about the character, they are all about action. This is not necessarily a bad thing.
• Some of them have turned into franchises or multiple book deals and branching into other areas. For example, Fancy Nancy has multiple books and now is in beginning readers. Pinkalicious has brought about Purplicious and many others.
• Many of them are stand alone titles and are really good all by themselves.

3) Pick a handful of the ones you thought worked really well. You probably will not LOVE all of them. But really delve deeper into the ones that you wouldn’t mind reading again and again.

I have provided a printable form as a guide for some of the things you might want to notice.

Here’s one that I filled out for LITTLE HOOT by Amy Krouse Rosenthal

4) The form I created is only ONE way you could study your favorite texts. Here are some more ideas:

• Type up the text so you can see it as a manuscript page. Remember this is for YOUR EYES ONLY and only to study the text. Highlight things you notice:
  • Character revelations
  • Ways the author shows us the character
  • Things that make the character unique—does the character have a special skill or an unusual characteristic?
• Do a story map for one of the books:
  • http://robsanderswrites.com/Writers_files/PictureBookGraphicOrganizerPlanningTool.pdf
  • Or use one from the teaching realm http://www.dailyteachingtools.com/language-arts-graphic-organizers.html#19
• Do a quick freewrite about why this character does or does not appeal to you as a reader.
• Sticky note the text. Use sticky notes to mark your thoughts in the book.

5) Apply what you learned to your own writing

REMEMBER: This is the most important part. There are a number of ways you could apply it to your own writing, but a lot of it depends on where you are in your writing.

• BRAINSTORMING. If you are just thinking about a new book but haven’t drafted it yet, this is a great time to brainstorm more about your character.
• ANALYSIS OF A CURRENT DRAFT. If you have been noodling around with a character-driven picture book draft(s), and you can’t put your finger on what’s working or not working, it might be time to analyze your draft to see where you can improve.

I’ve created a printable for you to insert your own idea or analyze your own draft.

If you want some suggestions for character-driven picture books (written by different authors and illustrators), here is a list.

BIBLIOGRAPHY

BIG MEAN MIKE by Michelle Knudsen, illustrated by Scott Magoon

DESMOND AND THE NAUGHTYBUGS by Linda Ashman, illustrated by Anik McGrory

FANCY NANCY by Jane O’Connor, illustrated by Robin Preiss Glasser

LADYBUG GIRL by David Soman, illustrated by Jacky Davis

LITTLE HOOT by Amy Krouse Rosenthal, illustrated by Jen Corace

MY NAME IS NOT ISABELLA by Jennifer Fosberry, illustrations by Mike Litwin

PART-TIME PRINCESS by Deborah Underwood, illustrated by Cambria Evans

PINKALICIOUS by Victoria Kann, illustrated by Elizabeth Kann

PRINCESS IN TRAINING by Tammi Sauer, illustrated by Joe Berger

PRINCESS PEEPERS by Pam Calvert, illustrated by Tuesday Mourning

THE RECESS QUEEN by Alexis O’Neill, illustrated by Laura Hauliska-Beith

RIBBIT! By Rodrigo Folgueira, illustrated by Poly Bernatene

SPOON by Amy Krouse Rosenthal, illustrated by Scott Magoon

TALLULAH’S TUTU by Marilyn Singer, illustrated by Alexandra Boiger

VAMPIRINA BALLERINA by Anne Marie Pace, illustrated by Le Uyen Pham

THE VERY FAIRY PRINCESS by Julie Andrews and Emma Walton Hamilton, illustrated by Christine Davenier

If you’d like a printable PDF of this list click here.

I’d love to know how this exercise worked for you. Leave a comment below or shoot me an e-mail (MARCIE [AT] MARCIEATKINS [DOT] COM).

What are your favorite character-driven picture books? I want to study more of them (preferably ones written and illustrated by different people). Leave a comment below to tell us your favorite character-driven picture book.

Want More Information on Mentor Texts?

If you want more information about how I use mentor texts in my classroom, you can visit my website and/or sign up for my teacher useletter. I also do workshops on teaching with mentor texts in the classroom.

If you want more information about using mentor texts as a writer, you should watch the webinar I did with the WOW Nonfiction Picture Book group. I also created a resource page to go along with that webinar with links and printables.

Bio:

Marcie Flinchum Atkins teaches fourth graders how to write by day and writes her own books for kids in the wee hours of the morning. She can also be found wrangling her own kids and reading books with them. She blogs about making time to write and using mentor texts at www.marcieatkins.com. Marcie holds a MA and MFA in children’s literature from Hollins University.

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