Christmas, the Season of Giving -- writing tips

           The Christmas season is one of giving, and as I look at the commercialization of the season, I wonder what happened to true generosity, giving, from the heart not just for show. I've written some posts for this blog concerning writing tips, but now I want to address the mystery of giving.

          What causes some people to be "givers" and "takers"? Yes, mysteries come in all kinds of disguises, including personalities and character. When we write, we need to take much into consideration as we develop our characters. One character trait that makes characters believable is generosity.

          If we look into the depths of our characters, we need to discover if he or she is a giver or a taker. Aren't most antagonists takers? They take lives, property, reputations -- whatever belongs to another person. However, to make the villains more than caricatures, we need to find a way for them to also be givers. Perhaps one murder loves a younger brother and "gives" him money, a home, an education, and/or attention.

          In my novel Midnight Hours, the villain's twisted love resulted in some evil behavior, but in Midnight's own way, she "gave" to others. If I explained, I'd give away the plot. However, I know we can all find examples of antagonists giving to someone he or she loves.

          Giving is almost always found in the "good guys." But, couldn't we make them more "human" if they sometimes are a bit selfish?

          People are complex, and so should our characters be. too.

       
          Remember in the real world, we need to participate in the season of giving during this time of Christmas.

Which are you, storyteller or writer?

Today's article on 4RV Reading, Writing, & Art News discusses the difference between being a storyteller and a writer and asks readers which they are.

 Holly Jahangiri takes up the same question, with her own twist, on her blog today. Just click her name to go to her report, after reading the one by me in the Reading, Writing, & Art News.


Show, don't tell has become almost a cliche, but a necessary one in the world of writing. Hopefully the report on Reading, Writing, & Art News will spark an interest in attempting to write with more show and less tell.

What's coming on Brain Cells & Bubble Wrap

For the next few weeks, I'll be posting book reviews, writing tips, promotion for new books, and maybe even a tiny bit of personal bragging.

Tomorrow's blog will be about the new catalog coming out for 4RV's books.

Monday, I'll be posting my review of J.A. Jance's thriller Queen of the Night. 


Please join me and discover what I'm writing about this time.

Writing Reviews for Fiction Books

A book review describes, analyzes, and evaluates the quality, meaning, and significance of a book. It should not retell, and it is not a book report or a summary. A review is a commentary. Although no “right” way to write a review exists, some essential information is needed in each.  Fiction and non-fiction books have differences not only in the content but also what components should be in a review. Let’s look as some suggestions to consider when writing a book review for a book of fiction. I will use elements from reviews of one of my books in the examples.

First of all, do not give away the full story, climax, or ending of the book. Do use occasional quotes from the book to support or explain points made in the review.

The first paragraph should include the title of the book and the author’s name.  Sometimes publishing information such of ISBN, publisher, type of book, and general subject matter is noted.
      
Example of a first paragraph: The Base Stealers Club, by V. Gilbert Zabel, follows the progress of a middle-school-aged baseball team as it plays its way to a championship. A part of the team also help solve a mystery plaguing the community. Published by 4RV Publishers, ISBN: 978-1-84728-220-0, the book appeals to those who interested in sports, mystery, and adventure.

Other points to be covered, in different paragraphs, are as follows:

Characters: Are the characters flat or round? A round character is multiple dimensional.    Round characters make a story line more interesting and believable; therefore, the analysis of the author’s use of three-dimensional characters or flat characters is important.

Example of character portrayal: Ryan Scott not only is an excellent athlete, but he also cares about others. He helps find the thief in the story; then he wants to help the young man who stole money from locker rooms. An instance where he acted as peace maker on the team is shown in the following excerpt:

Ryan stood beside Colby, slipping his arm across the shorter boy’s shoulders.  “Hey, Colby, settle down.  Josh is just repeating what he heard.  I’ve heard my dad say the same thing about some criminals.”  With a slight smile, Ryan turned to Josh.  “Josh, what does the preacher say about forgiving?  What have we learned in church about forgiving others?”

Theme: The theme of a book may not be written word for word, but the review should note how the author reveals or develops the theme or themes. Mention whether you, as the reviewer, agree or disagree with the author’s theme(s) and why.

Example of theme: The author gives support for moral values and actions through the book. Yet, the message isn’t preachy or blunt, but the theme flows throughout the story. The author’s opinions are solid and are ones that young readers need to realize and learn to accept.

Plot: Are the various elements of plot handled well? The elements of plot include introduction, conflict, climax, and conclusion.

Example of plot: The Base Stealers Club introduces the conflict, the problem in the first two chapters of the book, both the start of the games leading to a successful season and the missing money in locker rooms. The suspense intensifies as the team plays and tries to help find the thief. The climax is unique, as is the reaction of team members.

Author information: V. Gilbert Zabel, who also writes under the name Vivian Gilbert Zabel, for adult level books, played baseball and softball and helped coach a baseball team. Her interest and background in the sport, as well as with children, can be found in the pages of this book.

Give a brief summary of the book: Give an overview, but do not give away the plot climax or conclusion.

Example of summary: The Jonesville Chargers, a baseball team of middle school-aged boys, pursues championship dreams and the solution of a mystery plaguing their team.

Give your opinion of the book: Tell how the book affected you. Say whether or not the book is interesting, entertaining, or memorable. Would you recommend the book to readers? Why or why not?

Example of opinion: I enjoyed The Base Stealers Club because I became swept up in the chronicling of a team’s season, games and attempt to find a thief. This book will appeal to readers aged ten to fifteen who love baseball. Young sports fans will be better for having read the book.

Important note: Having correct grammar, spelling, sentence structure, and other components of good writing are as important in a review as in writing a book. Reviews are a form of writing.

The suggestions can be arranged differently or combined, and some others can be added. Some can be eliminated, but most of the information needs to be somewhere in the review.

Anyone can write a competent review with a bit of practice.

Apostrophes - Comma Bats

Apostrophes remind me of comma bats, commas that hang upside down. There are rules that decide where and when apostrophes are used.

Rule 1. Use an apostrophe in contractions. The apostrophe is always placed at the spot where the letter(s) has been removed.
Examples: don't, isn't; You're right. She's a great teacher.

Rule 2. Use an apostrophe to show possession. Place the apostrophe before the s to show singular possession, unless the singular noun ends in an s, then place the apostrophe after the final s.
Examples: one girl's book; one woman's hat; one actress' hat; one child's hat; Ms. Chang's house
NOTE: Nouns ending in s or an s sound are not required to have the second s added in possessive form.

Rule 3. Use the apostrophe where the noun that should follow is implied.
Example: This was his father's, not his jacket.

Rule 4. To show plural possession, make the noun plural first. Then immediately use the apostrophe.
Examples: two girls' books; two women's hats; two actresses' hats; two children's hats; the Changs' house; the Joneses' golf clubs; the Strauses' daughter; the Rogeres' car.

Rule 5. Do not use an apostrophe for the plural of a name.
Examples: We visited the Sanchezes in Los Angeles.The Changs have two cats and a dog.

Rule 6. With a singular compound noun, show possession with 's at the end of the word.
Example: my mother-in-law's hat

Rule 7. If the compound noun is plural, form the plural first and then use the apostrophe.
Example: my two brothers-in-law's hats

Rule 8. Use the apostrophe and s after the second name only if two people possess the same item.
Examples: Cesar and Maribel's home is constructed of redwood. Cesar's and Maribel's job contracts will be renewed next year. Indicates separate ownership.

Cesar and Maribel's job contracts will be renewed next year. Indicates joint ownership of more than one contract.

Rule 9. Never use an apostrophe with possessive pronouns: his, hers, its, theirs, ours, yours, whose.They already show possession so they do not require an apostrophe.
Examples:
Correct: This book is hers, not yours.
Incorrect: Sincerely your's.

Rule 10. The only time an apostrophe is used for it's is when it is a contraction for it is or it has.
Examples: It's a nice day. It's your right to refuse the invitation. It's been great getting to know you.

Rule 11. The plurals for capital letters and numbers used as nouns are not formed with apostrophes.
Examples: She consulted with three M.D.s. BUT She went to three M.D.s' offices. The apostrophe is needed here to show plural possessive.
She learned her ABCs. the 1990s not the 1990's; the '90s or the mid-'70s not the '90's or the mid-'70's
She learned her times tables for 6s and 7s.
Exception: Use apostrophes with capital letters and numbers when the meaning would be unclear otherwise.
Examples: Please dot your i's. (You don't mean is.) Ted couldn't distinguish between her 6's and 0's.(You don't mean Os.)

Rule 12. Use the possessive case in front of a gerund (-ing word).
Examples: Alex's skating was a joy to behold. This does not stop Joan's inspecting of our facilities next Thursday.

Rule 13. If the gerund has a pronoun in front of it, use the possessive form of that pronoun.
Examples: I appreciate your inviting me to dinner. I appreciated his working with me to resolve the conflict.

Knowing where and when to use those bat commas is a matter of study and practice.



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To Comma or Not to Comma, That Is the Question

As I edited lately,I noticed more comma problems. Either commas are scattered like flower petals or not used correctly.

Commas really are not living entities that reproduce and decide where to live and where not to live. Neither are they snow flakes that land wherever the wind may take them. They are not decorations to be used or not as a person’s fancy may decide. Commas actually have a vital and exact use in writing stories, poetry, essays, or articles. Let’s visit Comma World and see if we can discover when and where commas should be used.

We should use a comma to separate words in a series, and use a comma before the conjunction, too, unless we’re writing a journalistic article. In a newspaper article, no comma is used before the conjunction. In literary writing, such as essays, stories, and poetry, one is.

Error: Wolves are found in Alaska Canada and Minnesota.
Correct: Wolves are found in Alaska, Canada, and Minnesota.

Names directly addressed need to be set off by commas.

Error: Don’t run on the ice Mary, or you’ll fall.
Correct: Don’t run on the ice, Mary, or you’ll fall.

Commas should be used to set off conjunctive adverbs that introduce a clause or sentence. However, internal or final conjunctive adverbs should be set off by commas only when they interrupt the flow of a sentence.

Error: Meanwhile the Everly Brothers introduced country harmonies to rock-and-roll.
Correct: Meanwhile, the Everly Brothers introduced country harmonies to rock-and-roll.

Mild interjections not needing exclamation points will need to be set off by commas. These interjections include words such as yes, no, well, okay, and oh.

Error: Well you aren’t clear when you write.
Correct: Well, you aren’t clear when you write.

Error: When I saw the hole in the offensive line wow I knew the safety would sack the quarterback.
Correct: When I saw the hole in the offensive line, wow, I knew the safety would sack the quarterback.

Another place commas are used would be between main clauses unless they are extremely short clauses. The comma comes before the conjunction (and, or, nor, but, yet, sometimes for) joining the main clauses in a compound sentence.

Error: Rabbits usually run when sensing danger but sometimes they freeze in place.
Correct: Rabbits usually run when sensing danger, but sometimes they freeze in place.

Equal adjectives should be separated with a comma. One test is to see if the word and could be used between the adjectives. If so, then a comma is needed.

Error: The velvet skirt fell in soft flowing folds.
Correct: The velvet skirt fell in soft, flowing folds.(Test: The velvet skirt fell in long and flowing folds.)

Adjectives that must in a specific order are not separated by commas.

Error: They have many, clever ways of surviving.
Correct: They have many clever ways of surviving.

A phrase adding nonessential information should be set off by commas.

Error: Wolves in pairs or sometimes in packs hunt animals such as deer and caribou.
Correct: Wolves, in pairs or sometimes in packs, hunt animals such as deer and caribou.

A comma is needed after introductory words.

Error: To be sure smaller animals can make fierce pets.
Correct: To be sure, smaller animals can make fierce pets.

A phrase that is essential to the meaning of sentence should not be set off by commas.

Error: Animals, falling into this category, include rodents and rabbits.
Correct: Animals falling into this category include rodents and rabbits.

A clause which doesn’t add essential information in a sentence should be set off by commas. (A clause has a subject and verb that go together.)

Error: Clowns who usually cause people to laugh instill fear in some people.
Correct: Clowns, who usually cause people to laugh, instill fear in some people.

One should not set off essential clauses with commas.

Error: The wolf, that is found in Alaska, is called the gray wolf.
Correct: The wolf that is found in Alaska is called the gray wolf.

Non-essential appositives should be set off by commas. (An appositive is a noun or pronoun - word, phrase, or clause - placed after another noun or pronoun to provide more information or rename the first.)

Error: The gray wolf a wild species of dog is also called the timber wolf.
Correct: The gray wolf, a wild species of dog, is also called the timber wolf.

But an appositive essential to the meaning of the sentence should not be set off by commas.

Error: The writer, Mark Twain, writes about a young man who runs away.
Correct: The writer Mark Twain writes about a young man who runs away.

Sometimes a name can be non-essential, and sometimes it can be essential. If a person has only one brother, then the brother’s name would be non-essential. If he has more than one brother, then the brother’s name would be essential.

Examples:My brother, Bob, lives in New York. (“I” have only one brother.)
My brother Bob lives in New York. (“I” have two or more brothers.)

Punctuation in poetry is the same as in other types of writing. Commas add to the meaning of poetry and allows the reader to better understand what the poet tries to say.

Therefore, the answer to the original question is one should comma when and where needed.

(taken from Vivian Zabel's teaching notes and lesson plans)


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Some Do's for Writing

The following writing tips have become mine through study and usage, but they are based on techniques advocated by English textbooks, creative writing books, composition books, and various published authors and other experts in the field of writing.

The list of tips is broken into two parts: Things that should be done (posted today), and the things that should not be done (tomorrow's post). Everything is not covered, or I would have a book. Here are some things that can make a difference.

DO the following:

1. Do use first or third person when writing. Second person should be used only when writing directions or in dialogue.

Example of third person: "Roger grabbed his suitcase off the rack."

Example of second person: "You grabbed your suitcase off the rack."

Example of first person: "I grabbed my suitcase off the rack."


2. Do experiment with a variety of sentence beginnings. The following list gives some different ways to begin a sentence:

A. Subject followed by adjective
Example: Curtains, lacy and white, ruffled in the breeze.

B. Adverb
Example: Lazily, the toy duck floated in the tub.

C. Prepositional phrase
Example: Behind the tree, the two boys giggled as they hid.

D. Subordinate adverbial clause
Example: When she saw the knife in his hand, she screamed.

E. Adjective
Example: Lively curls tumbled around her face.

F. Present participle
Example: Laughing, the man felt more relaxed than he had in a long time.

G. Past participle
Example: Frightened, the little girl started crying.

H. Infinitive
Example: To find the truth, Margery vowed she would search wherever needed.

I. Absolute phrase
Example: Her hands shaking from the cold, the woman dropped the valuable vase.

3. Do remember and use the seven C’s of composition:

Clarity - the writing is clear, lucid

Coherence - parts of the writing "stick" together, are connected

Completeness - no parts are missing, has a beginning, middle, and end

Conciseness - condensed, brief, no extra, unneeded padding

Concreteness - solid, united

Continuity - continues in sequence or order

Correctness - rightness, rectification of errors, revised without errors

4. Do use the writing process: brainstorm, organize, support; write rough draft, revise, rewrite until work is error-free and clearly communicates your ideas; do final write for publication, assignment, or posting.

5. Do use correct sentence structure (avoiding run-on sentences and sentence fragments) and a good variety of sentence types (simple, compound, complex, compound-complex).

Examples of run-on sentences:

The boy ran into the house and he called for his mother. (A comma after house would correct this sentence.)

The boy ran into the house, he called for his mother. (This run-on is also called a comma splice. To correct this error, a coordinating conjunction such as "and" must be added after the comma.)


Examples of sentence fragment:

Called for his mother.

Since the phone rang.


Examples of sentence types:
Simple: The dog chased his tail but never caught it. (One set of subject and verb with a complete thought called an independent clause)
Compound: The dog chased his tail, and he caught it. (Two or more independent clauses, joined correctly)
Complex: With his hand held out in supplication, the man begged for help. {One independent clause - the man begged for help - and one or more dependent clauses [has subject and verb, but without a complete thought] - with his hand held out in supplication)
Compound-complex: With his hand held out in supplication, the man begged for help, but he never said a word. (Two or more independent clauses joined correctly and one or more dependent clauses)

6. Do use correct spelling and a variety of correctly used words (increase your vocabulary). Use spell check, dictionary, Google (search engine at http://www.google.com ) and a thesaurus. Check for words that sound the same but have different meanings so that the correct word is used. (Examples: it's and its; your and you're; their, there, and they're). Use synonyms for overused words, but be sure the synonym "fits" the way you use it in a sentence.

Spell all right correctly. All right is always two words, just as all wrong is two words.

Distinguish between which and that:
A. Which is used with non-necessary clauses. Example: The book, which sits on the table, has a red cover.
B. That is used with necessary clauses. Example: The book that I need has been taken from the library.

Distinguish between sit and set
A. Sit means to perch, to be situated, and it doesn't have a direct object.
B. Set means to place, and it has a direct object.

7. Do use correct pronouns and correct pronoun references. Also avoid using a vague “it.” It as a pronoun should refer to a singular noun or indefinite pronoun (such as anything) used previously and closely to the pronoun.

Example of incorrect pronoun usage: Does anyone have their paperwork completed? (Anyone is singular while their is plural.) To correct this sentence, we need to either use a plural antecedent or change their to his or her.

Another example of incorrect pronoun usage: Mary gave gifts to John and I. (I is the object of the preposition to and must be the object form me.)

Another example of incorrect usage of I: This idea is between you and I. (Should be you and me because between is a preposition, too.)

Example of vague "it": It was a beautiful day. Rewriting avoids the vague "it": The sun shone brightly, creating a beautiful day. (The revision also avoids the use of a state-of-being verb and uses an action verb. It also tells the reader what "beautiful" means.)

8. Do use correct punctuation and capitalization, even in poetry.

9. Do have correct subject / verb agreement.

Example of incorrect subject/verb agreement: One of the children have forgotten the date. (One is the subject.)

Example of correct subject/verb agreement: One of the children has forgotten the date.

10. Do have unity, coherence, and organization in all writing.

11. Do use correct sentence beginnings. Unless used in dialogue, certain words are not strong sentence starters. Coordinating conjunctions (such as and, nor, but, or), there, that, and this (unless used as adjectives before a subject) and well should be avoided.

12. Do make all work believable and understandable to the audience (your readers). You need to know to whom you are writing, who will be reading your work.

13. Do use active voice most of the time in writing. Passive voice is to be used seldom and only when it cannot be avoided, because passive voice many times destroys accountability.

In active voice, the subject is doing the acting. "The boy hit the ball."

In passive voice, the subject receives the action. "The ball was hit by the boy."

14. Do use vivid action verbs with few state-of-being verbs.

Example of state-of-being verb usage: Everyone is very happy about the birth of a baby.

Example of action verb: The birth of a baby delights everyone.

15. Do keep verb tenses consistent.

Example of inconsistent verb tense: I wanted to go with him to town, but he wants me to stay home and wash dishes.

Example of consistent verb tense: I wanted to to go with him to town, but he wanted me to stay home and wash dishes.

NOTE: In both sentences, "to" wash is understood.

16. Do write numbers under 100 as words. For journalistic articles only, write numbers under 10 as words.

17. Do reread final copy of material before posting or submitting. If any problems or errors exist, revise and correct.

18. Do practice to improve proofreading skills: read slowly and read aloud; examine each line; be aware of usual errors; check dictionary; have a friend check your writing; read the material backwards to catch spelling errors and see things you might miss because you've read it often.

Tomorrow some Don't's for writing.

I taught English grammar and composition as well as creative writing, newspaper, yearbook, and literary magazine for much of my life. As I taught, I also attended classes, workshops, and clinics dealing with writing, not only to help be a better teacher, but also to hone my own writing skills. I still attend writing conferences and sessions to help me improve.



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Where to find ideas for writing

Time and time again I've heard the statement, "I don't know where to start. I don't know where to get ideas." The person could be talking about writing a novel, a short story, an article, or even a research paper. Let's discuss some places to start finding ideas.

I read an article from the May 2007, The Writer, "Steal from Life" by April Henry, that caught my attention completely. The title certainly wasn't something a reader would expect as a writing tip since plagiarism is a "no-no."

However, Henry didn't mean for us to steal another's writing, another's work, but she brought out good ideas for discovering ideas to use in writing. In fact many of her suggestions are ones I've used for many years. I'm going to use her topic areas and add my thoughts with some of hers:

* Steal from strangers: The idea is NOT to take things that belong to others, but to use their mannerisms, way of dressing, characteristics. I take notes when I see people on the street, in stores, in schools, at ball games if I notice something that could fit a character. I may not have a story in mind at the time, but I know that sooner or later, I'll be able to use some of my notes. This point is closely connected to the next one.

* Pilfer real people: In my "tween" book that I wrote, the coach of one baseball team is loud, over-bearing, and sometimes verbally abusive to his players, even his own son. I developed this character after observing a few coaches at youth baseball games over the years. I took their traits and actions and created one of the "villains" in the story. Remember, a novel is just a story that didn't quit soon enough to be a "short" story. In fact often a short story will "grow up" to be a novel some day. Delight

I have a vast file of characters ready to be used from watching and learning about real people.

* Eavesdrop on exchanges: One way to create believable and memorable dialogue is to "steal" what you hear when eavesdropping. I jot down interesting bits and pieces I hear and work them into stories when appropriate.

* Take from news stories: I have boxes of articles clipped from newspapers and magazines. One story I plan on writing some day is the fictional account of a person who lost a close friend in the Murrah Building bombing in Oklahoma City. I have piles of articles, not only presenting the facts, but also giving much of the emotional impact on survivors and the family and friends of those lost.

I have a file of articles about the murder of one of my nieces, the capture of her killer, his trial, and then his death. That will add to my personal memories to create a book some day. Her death has already been the basis of two stories or articles, "I Don't Want to Know" and "The Case of the Missing Cheerleader" . In time, I'll have a fictional story.

Henry tells about a news clipping that tells about people committing suicide by jumping from high places. The article says they take off their glasses before they leap. Therefore, if a body is found with smashed glasses close by, foul play should be considered.

* Filch from your fears: The author suggestions that if you, the writer, has a fear of enclosed spaces or spiders, then give that fear to one of your characters. This would be one way of writing what you know, too.

Personally, I fear heights. I can give that fear to someone who must climb on a roof to escape a killer or to someone who must climb up a tree to rescue a child.

* Walk away with the Web: Googling is a great way to find the information about a subject or sub-topic that could bring your writing to life. Don't be afraid to use search engines, especially to find first person accounts of a theme in your story.

If I were writing a story about an on-line predator, I could search for accounts of young people who were the prey of such "people."

* Take a technique: Read, attend classes and workshops, go to conferences. When you find a technique that interests you, try it. If it works, great. If it doesn't work, try something else.

* Snatch the source: Find experts in a field, religion, culture, or area that you use in your story. Henry uses the example of an author interviewing a family about their religious beliefs, as she visited them in their home. She discovered details that made a character in her story stronger and more in-depth.

All those suggestions give a wealth of material to be used in finding where to start a story. Writers should have files of ideas simply from observations and study of the world around them.

I use many, in fact all, of the preceding tips for finding ideas and material to use in my stories and novels. To find more about my short stories, check Hidden Lies and Other Stories for a collection of stories by me and by Holly Jahangiri. My historical fiction, Prairie Dog Cowboy, has its own web site, as does my mystery/suspense novel Midnight Hours.

Most of my books are through 4RV Publishing.

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Major Components of Short Stories

plot
setting
characters
theme
dialogue
point of view
limited length

Plot: The action that takes place in the story. It is a series of connected happenings and their result. In order to have a result, an event, or conflict, is necessary. The components of plot are conflict, rising action, climax, and resolution.

Setting: The background against which the story takes place: the place where, the time when, and conditions under which the story moves toward resolution. Includes atmosphere, tone, and feeling of the story (sad, cheerful, etc.). Setting does not need exact detail unless needed for plot or characters, but readers need to have a sense of when during history (Middle Ages, Victorian era, modern times) the story takes place. A general idea of whether the action is in a rural area or town or city is needed, even a specific location is not used.

Characters are beings in the story that think or act in order to create plot. Characters need to gain readers' sympathies and/or interest. Methods to reveal characters for readers: actions or thoughts of the character, conversations of characters, conversations between characters about another character, the author's opinion, overt or implied (often presented by use of point of view used). Characters need to be well-rounded, rather than one dimensional. The limited length of a short story limits the number of characters used.

Theme: The total meaning of the story, that does not have to be tied up in a simple moral, gives meaning or purpose to the story. Theme does not have to be stated, may be implied. Theme isn't always planned by a writer but evolves and becomes apparent during the process of the story or after it's finished.

Dialogue: According to My Den, Dialogue makes fiction seem real. Interior dialogue is thoughts of a character. Dramatic dialogue is a character thinking aloud, without response from other characters. Indirect dialogue is the narrator telling what a character said. Dialogue should be used to develop character or to advance the story. It should not be used just to hear characters talk. A small amount of dialect in dialogue can be used to establish the nature of the character but should not be overused, as dialect can be difficult to read. The level of use of language by the characters (i.e. pronunciation, diction, grammar etc) is often used to characterize people in a story. The form of dialogue used should be varied to keep the reader interested.

Point of view: Three main forms include first person, second person, and third person (which is sub-divided into omniscient and limited). Many people confuse point of view with perspective (the character or characters perspective in third person).

With first person, the narrator is one of the characters and all actions, dialogue, and thoughts are only those which the narrator sees, hears, or thinks. I, me, my, mine are pronouns used in the narrative part of the story.

With second person, the writer tries to bring the reader into the writing as a character by using you, your, yours as pronouns in the narrative part of the story. Using second person in a short story isn't considered "good" writing, mainly because the read is not part of the action or story, and can't be.

Third person has a narrator relating all action in third person, using third person pronouns such as "he" or "she."

Limited third person gives only the thoughts and feelings of a single character and shows only the action and conversations heard by that character.

In omniscient third person, the narrator knows thoughts, feelings, actions, and conversations of all characters, or at least more than one character.

Length of writing: Most short stories are 1,000 and up to 20,000 words. The maximum length, though, considered appropriate by many is 7,500. Therefore, whether a story is allowed to be 20,000 or 7,500, the length is limited, and the writing needs to be concise enough to cover all the other components and stay within the word limit.

Take all components and mix well. After writing, editing, proofing, and revising, a short story will be the result.


Visit my new site for Prairie Dog Cowboy


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Monday, the brain cells needed for short stories

I'm working on an article about the components for short stories. I plan to post it Monday. Brain cells are needed to write successful stories.

I have written short stories for as long as I can remember, and although not much of a market remains for that genre of writing, I still enjoy writing short stories and reading them.




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Visit Vivian's Mysteries for an interview with J.A. Jance.