Writing tips from Best Seller Debbie Macomber

I saw this today and thought of the assignments I give in my workshops. Look at what this hugely popular writer did to learn and focus her craft:

  1. Knew what she liked and followed HER passions (she knew what rocked her).
  2. Took 4 books she loved and broke them down to look for patterns she could use. This is exactly what Bernard Cornwell did (link at bottom).
  3. Identified what it was she wanted to deliver to her readers. I believe her four words were “Provocative,” “Relevant,” “Creative,” and “Honest” (form follows function).
  4. Notice also how much she loves plot turns (story cycle–surprise and conflict).

What a delightful interview. I’m going to pick up a Macomber and give her a go. Anyone have a recommendation on a title?

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    Superstars Writing Seminar DVDs

    Aspiring authors, I wasn’t able to attend, but heard from a few who were that the Superstars Writing Seminar in Pasadena with Eric Flint, Brandon Sanderson, Dave Wolverton, Rebecca Moesta, and Kevin J. Andersen was EXCELLENT. 

    See clips of parts of the videos here (still a lot of good info): http://www.youtube.com/view_play_list?p=2F211054CBD822A8

    Purchase the full recordings on DVD or MP3 here: www.writerscanon.com

    Topics include:

    • Econ 201 for Writers: Economics of Commercial Publishing
    • Inside Editors: How editors look at manuscripts, novels & short fiction
    • Dirty Secrets: What you need to know about being a Professional Author
    • From Slushpile to #1 New York Times Bestseller in 4 Years
    • Intellectual Property: How to Exploit Yours
    • Balancing Acts: Writing World & Real World
    • Agents: the A Word
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  • More Great Questions for Story Development: Governments

    Part of my model of the creative process is that it’s driven by questions. We come up with creative solutions in response to a problem. The problem triggers the process.

    Let me give an example. Let’s say I have a character named Bill who lives out in space salvaging parts of space ships and other things. Or maybe he’s on some planet.

    I don’t have a story yet. I’ve just got a dude in a general situation. I lack all the necessary parts. That lack is a problem to me as a writer. To develop the story, I state the problem as a question and begin generating options.

    So I might ask, what are the threats Bill faces on a physical and social level? Are there mysteries he encounters? Who else is there? In order to answer those questions I might need to ask what’s the planet like?

    At some point in time, I’ll feel I have generated enough answers for the key questions that it’s time to draft. When I begin to draft, I have other tasks or problems to solve. I might ask things like what’s the goal of this scene? What’s an interesting way to start and end it? What’s something surprising and bad that might happen as a result of the character’s action?

    It’s all question and answer.

    Towards the end of this week’s Writing Excuses on World Building Governments the guys share some great questions you might find fruitful when thinking about your world’s government.

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    What Separates the Gifted from the Schlubs and How Praise Can Backfire

    What makes someone gifted?

    Raw talent?

    Sure. An apptitutde for something always helps. But it appears it’s not enough. True expertise takes work. And those trying to help (i.e. parents, teachers, coaches) can hinder if they give the wrong kind of praise.

    I wanted to share three articles reporting the results of a number of interesing studies on expertise which often appears as a skill level that seems unobtainable by normal, motivated individuals.

    The Meadow Mount School of Music

    This music school in the Adirondacks has “trained such luminaries as Pinchas Zukerman, Itzhak Perlman, Joshua Bell, Lynn Harrell, and Yo-Yo Ma.” A number of researchers wanted to see what the difference was between the students who seemed most skilled and those who weren’t. They divided students “into three skill levels, including one the faculty had identified as having the best chance of becoming world-class soloists.” Then they looked at the differences.

    According to the report, “the results were clear-cut, with little room for any sort of inscrutable God-given talent. The elite musicians had simply practiced far more than the others…Psychologists found a second attribute in elite players that is less obvious than sheer hours of practice. While most of us think of practice as the repetition of tough spots (and this is how many young people do practice), elite musicians, they found, took a different approach.”  Read full article.

    The majority of childhood prodigies never fulfill their early promise

    Why? According to these researchers it’s because so many early-bloomers get warped by their experience and fail to develop perseverance. More here.

    Praise that Undermines Achievement

    It appears that how we praise achievement affects performance. Sometimes in large and startling ways.

    You may think that it’s good to praise your child for being “smart” or “good” in some subject. But there’s growing evidence that giving kids such labels doesn’t improve or motivate performance, but actually reduces it.

    Psychologist Carol Dweck and her team have studied the effect of praise on students in a variety of settings. “Repeating her experiments, Dweck found this effect of praise on performance held true for students of every socioeconomic class. It hit both boys and girls—the very brightest girls especially (they collapsed the most following failure). Even preschoolers weren’t immune to the inverse power of praise.” So what type of praise actually works? Read here.

    When does genius bloom?

    We often think genius must be tied to being precocity. After all, Motzart was doing musical flips when he was still a kid.  For writers, however, it appears this isn’t the case. More here.

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    Story insights from the director of Pixar’s Up

    How would you like to listen to a master story teller for almost an hour? You can. Radio West recently interviewed Pete Docter who directed Pixar’s recent motion picture Up.

    Docter has been with Pixar since the beginning and he shares a number of insights into story telling. He talks about the importance of emotional hooks, getting ideas and developing them via the creative Q&A process, and editing a story from schlock to greatness, and much more. What a wonderful interview.

    Click here to listen.

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    American Idol Story Elements

    I don’t have time to watch, but I found myself getting sucked in this week. And here’s something I realized as I watched Simon, Paula, Randy, Ryan, & the contenstants–the show is using story principles.

    Idol

    Duh, I know: of course, it is. But it does it so well. It reminds me of a research article I read about sportscasters and audience enjoyment of sports competitions. They found that if they could inject story elements–suspense, rivalry, etc.–people enjoyed the games more. Next time you watch a college football game, notice what the color commentators say to make it a contest. It’s not just about reporting what #45 did out in the flat.

    Anyway, back to Idol. Look at these elements.

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    Beauty, threats, quirkiness, larger-than-life situation or skills, source of viewer wish-fulfillment.

    Humm, let’s look at the cast of performers. Don’t we see all of that? How many of us wouldn’t love to be able to sing like they do? Have a shot at becoming a recording artist? Or just goggle at someone getting this chance?

    What factors generate suspense?

    Threats to characters we like or marvelous opportunities for them, turns in the situation, a prolonged resolution.

    Humm. Our sympathy is engaged because these folks are normal folks, many of them underdogs. Many viewers identify strongly with one or two because of the contestant’s various social groups and because, heck, the auditions are for people like you and me. It could be us up there in front of the world! You’ve got the threat of peformance fright, but also the overriding opportunity to make a dream real. You’ve got a wonderful career, if not millions of dollars, on the line. You’ve got Simon who is honest, but also plays his part. Isn’t that the moment of most suspense with each performance? You’ve even got a little subplot going on between Simon and Seacrest. There’s no villain here. But there are plenty of obstacles. Weekly threats.

    What does Idol give us that Survivor never could?

    It’s all REAL, even if the producers let their selection of performers be influenced by things other than vocal talent. And because it’s real, we believe it. Which means we can more easily feel sympathy and root for the various performers.

    It’s a simple but brilliant concept. And I just wasted 4 hours watching it. And I’m likely to do it again.

    Zing, Baby. Zing!

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    John guests on Writing Excuses season 3 episode 18

    writing-excuses-the-guys2-300x139

    Here’s the second episode I recorded with the Writing Excuses guys.

    In the first podcast we talked about putting and not putting ourselves in our writing and making characters who don’t all sound like the author. In this one, we talked about how to not repeat ourselves in ways that make the reader feel like they’re getting the same old same old.

    As usual, the guys had some great insights. Check it out: How to Not Repeat Yourself.

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