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A Brave Writer's Life in Brief

Thoughts from my home to yours

Archive for the ‘Brave Writer Philosophy’ Category

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Generating Insight in Writing

Getting a new perspective starts with curiosity.

Quality writing depends on several key components such as surprise, beautiful language, sentence variety and distinct voice. Perhaps the most important ingredient in good writing, however, is insight. Insight is that intangible something that reveals a fresh perspective. Insight is the discovery of what you’ve always known for the first time.

The Power of Insight:

When we read a writer’s work and have that “Aha!” moment, we are experiencing the power of the writer’s insight. Insight is deeply rooted in experience and description (there are other features as well, but for this short blog post, let’s explore those two).

To get to a new perspective that resonates at a deep level, the writer has to start by telling the truth about his or her experience. This is a foreign experience for many people. We become so habituated to saying what is expected, to experiencing life through a set of preconceptions handed to us by family, culture, religion and national identity that the potential for truth-telling is blunted by expectation and conditioning. We are especially prone to unconsciously imposing those kinds of pressures on our kids so we have to explicitly give them permission to mess up our preconceptions as they explore topics for writing.

Brave Writers learn how to tell the truth of their new experiences.

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I remember reading in one writing check list for revision that the writer should check her piece to be sure that all of the descriptions were edifying. If the writer is forced to make all descriptions rosy so as not to reveal chinks or blemishes, then the writer will not be able to dig honestly into her experience and thus bring forth truth. The writing will suffer and there will be no insight.

The Power of Curiosity:

To access experience, it helps to divest oneself of prejudgments. Start with reading widely or observing keenly. Let yourself ask questions, ponder comparisons and open yourself to new interpretations of the old data. Let your experience of the topic, scene or person deepen before writing. Take notes and allow for contradictions. “The criminal exhibits a kind manner toward animals.”

The second important aspect of gaining insight is the ability to describe thoroughly. Brave Writer offers several tools for accessing the ability to describe deeply both concrete items and concepts/ideas. When describing, you want to pay attention to the small details. In a familiar object, it might be the way the light catches the item or the blemish that you overlook when merely glancing. In describing an idea, you’ll want to look for the way that idea illuminates another related idea or the way it exposes a myth or stereotype, or even the way it reinforces that stereotype. You might look at it through the opposing viewpoint or pretending to agree where you disagree.

As you give yourself to hidden details of thought and perspective, you allow yourself to generate new experiences. These experiences lead to questions which will inevitably lead you to a fresh perspective. It is that perspective that I like to call insight!

Insight takes time to birth, but the labor leading up to it need not be painful. You merely need to take the time to be open to new possibilities, to comparisons and hidden meanings. Let your mind percolate, examine the idea/item multiple times, take notes and ask good questions. Then apply yourself to accurate (not necessarily edifying) description. As you do, you’ll generate insight.

 

Brave Writer Online Class Writing the Short Story

Writing the Short Story: Brave Writer Online Class

Unlike our other fiction writing classes, the point of this one is to complete a story. You’ll take all that exploratory freewriting you’ve been doing and hone it until it reveals itself as a finished piece. If you have a long story or novel you’ve been developing, this is a great place to find its essence and travel a shorter narrative arc. Later, you can transfer what you’ve learned to your longer-form work.

 

Image by Chris, Flickr (cc Modified to add text.)

Tags: brave writing, Writing Advice
Posted in Brave Writer Philosophy, Tips for Teen Writers, Young Writers | 1 Comment »

Peter Elbow

Time for another Peter Elbow infusion:

“Most students benefit when they feel that writing is a transaction between human beings rather than an “exercise in getting something right or wrong.” For this reason, I try to make my comments on student writing sound like they come from a human reader rather than from an impersonal machine or a magisterial, all-knowing God source. Thus:

    Instead of saying “The organization is unclear here,” I like to say “I got confused by your organization here.”

    Instead of “unconvincing,” “I’m unconvinced.”

    Instead of “Diction,” “Too slangy for me here.”

    Instead of “Awk” (for awkward), “I stumbled here.”

Elbow’s mantra in giving feed back is “at least do no harm.”

Amen.

Posted in Advice from the pros, General | Comments Off on Peter Elbow

Writers and Meltdowns: Better Coaching, Better Response

How to help young writers avoid meltdowns when it's time to revise their writing.

It’s possible to offer your young writer editorial feedback without triggering a meltdown!

From Hilary:

I was trying to coach my dd (10) on her first draft of an essay. We had talked about using her first draft (which she did on her own, without my prompting) as a base for a writing project, and she agreed.

As we went over it I commented on the good things I saw, the detail I liked, the flow of the essay, the excellent ending. Her topic was Helpful, Influential Genres (she agreed this was more accurate a title than Helpful, Influential Books). As I commented on the things that could be spruced up to be made more powerful, she really got defensive and closed up emotionally. I wanted her to choose a different word or a phrase for “helpful” in her essay, to fill out what that means.

Neither of my daughters likes to be corrected, even when I preface everything with things I liked and things that they did well. How do I help them understand that I want to help them grow as writers?  Is there a way to help them before they have a meltdown?

My response:

Meltdowns over editorial input are familiar to all writers. It takes time to let go of the ego investment long enough to recognize that someone’s input may actually help you write better than you realized you could.

As you rightly note, I like to start with what I like about a writer’s writing before I express ideas for improvement. So let me affirm you for doing what so many moms forget to do – that is, you found valuable ideas and detail, affirmed an excellent ending and applauded the flow of the piece. Thank you for being concrete and for making sure to do that.

Then you wanted to offer feedback for revision and this is where things got touchy. I have some principles and practices that may help.

First, kids need to know that they are the authors who have the final say over their writing. Just because you know that a change would enhance the piece doesn’t mean that it must be made. The writer must know that she is evaluating the input and making a judgment about it, not that she is victim to the changes a power figure requires her to make. See the difference? So offer the comment like this: “Hmmm. It seems to me that the word ‘helpful’ isn’t as clear as the rest of this title. What do you think?”

Or you might say, “Are you interested in hearing any feedback about the title? I have an idea that might make it pop to life, but want to be sure you are interested before I suggest it.”

By respecting her authority over her original writing, you give her the power which makes it easier for her to either hear you or to admit that she doesn’t want to hear you. In either case, you have a win-win. You develop trust. Eventually, when trust is built, she will want to hear you and perhaps over time, will even take your suggestions as welcome.

By respecting her authority over her original writing, you make it easier for her to hear you and to hear herself.

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Second, the positive feedback can’t be seen as “buttering up” before delivering the “real feedback” which will then be critical. Be specific (as you were) and leave some space between affirmation and constructive critique (like lunch or a couple of days). Let the positive have its impact before offering critique.

Third, remember that your feedback makes an impact even when she doesn’t take your advice. For instance, when you pointed out that the word “helpful” wasn’t that clear, she may choose not to make the change in this piece. However, you can bet that the next time she writes the word “helpful” she will remember that discussion about it and may at that time “self-edit” and choose a better word for the new paper.

Fourth, not every piece of writing needs to be improved. You can ask if this is one she wants to work on or if she is happy with it as is. If she appears to never want to revise a paper, you can suggest the following.

“Mary, let’s collect four of your papers and pick one to revise. You choose. Then I want you to share with me ways that you can improve it. If you need some ideas for how to revise, I can help. If you’re interested in my feedback about this particular piece, I’m here to help you too. Just let me know.”

This helps her to see that it’s important to revise and to learn to revise, but you leave her in control of when it happens, to which piece and how she will receive feedback.

Finally, don’t worry if it appears that she is resistant to feedback for a long time. It takes time to build trust between writer and editor. If she senses that you consistently are on her side, that you affirm what works well and that the feedback you offer is for her consideration, not as a command, she will come to trust you. If the feedback you give results in a wonderful change that makes the writing spring to life, she will then be likely to ask for your input the next time, rather than being suspicious of it.

Hope those help!

-Julie

Tags: revision, revision advice, revision tactics
Posted in Brave Writer Philosophy, Email, Homeschool Advice, Tips for Teen Writers, Young Writers | 2 Comments »

Coming Attractions

Lots in the works for fall around here. I’m sorry the blog is lagging behind. I let Easter have its way with our family and left the blog for the weekend (which included yesterday). Sent off our taxes at 11:59 last night (we try to get things done ahead) and now we are in big time planning mode for fall.

A couple of possibilities brewing.

First, most excellent husband Jon is coming home to work fulltime on his business and mine. That means he will teach even more of your children (teens) how to read literature and write about it. One of the courses he’s considering will make the moms drool as much as the kids. Can’t spill the beans yet. Basically, though, you can expect the Slingshot and Companion to continue with an added monthly literature/writing subscription that will be tailored to juniors and seniors in high school.

We are adding new staff and hope to offer many more Kidswrite Basic courses to meet demand.

All back issues of the Arrow and Slingshot will be available (that means four years of back issues for Arrow and three for Slingshot) for digital download.

I am producing a book (that will be a digital download) that will give you all the literary elements from the Arrows in one place (including writing exercises that go with them). Should be available some time in fall.

Biggest news

We are putting out a second edition of The Writer’s Jungle. I am adding a long preface with new information about BW, as well as including some writing exercises and practices that are not in the WJ but that are a part of the BW lifestyle.

As a result, we will be offering the current edition of the WJ for a reduced rate to clear out our current stock. Details within the week.

So hope these tantalize you!

Julie

Posted in Brave Writer Philosophy, General | Comments Off on Coming Attractions

Driver’s Seat

On the Brave Writer Lifestyle List, I suggest putting your kids in the driver’s seat at least once a week (rotate kids if you have more than two, obviously, as if I need to tell you that).

Driver’s Seat Benefits:

You get to learn something new that’s hard for you to do!

Kids find out how well they can teach you.

You discover how challenging all those “seemingly innocuous computer games” really are!

Kids develop vocabulary and organizational skills related to instructions and sharing what they love.

You find out how smart your little someones are.

Kids find out how much you are willing to grow and learn.

You spend time with your child that is the best kind of time – focused attention on something he or she loves to do.

Kids spend quality time with you – focused attention where they share what they love with you.

Here’s are some of the things I’ve learned from my kids:

–How to play games at ebaums.com (Caitrin – 9)
–How to catch and throw using a lacrosse stick (Liam – 11)
–How to crop and clean up digital photos in iPhoto (Jacob – 14)
–How to research colleges online (Johannah – 16)
–Why Dream Theater (band) is so musically gifted (Noah – 18)

I’m opening comments. What have your kids taught you lately?

Posted in Brave Writer Philosophy, General | Comments Off on Driver’s Seat

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