My working process

Because I get questions about how I work, whether I outline, etc., and to satisfy the curiosity of those waiting for Curse about what I’m doing right now, I’ve decided to share my working process.

I use five types of documents in Word to write my books.

1. Pre-draft documents
2. Working outline
3. Chapter development docs
4. Manuscript drafts
5. Book

I then import the book into InDesign to create the ebook and POD versions.

THE PROCESS

1. PRE-DRAFT

I start developing and collecting ideas for character, setting, problem, plot, and sometimes even text. This includes brainstorms, zings, setting sketches, character sketches, scene or dialog snippets, plot sketches, photos, maps, story setup statements or problem statements, etc.  I’ll often have separate pre-draft documents for character, setting, problem, and plot. Or it might be one big document. At some point all of that electricity has built to the point where the story starts to buck and kick in my hands. When I start to see scenes rolling out in front of me, I know it’s time to create the outline.

2. WORKING OUTLINE

Looking at my pre-draft material, I create a sequenced list of the events or scenes in the story. Sometimes I’ll describe an event with just one line, sometimes I’ll describe it with more. These events or scenes often match up to individual chapters, but they often change as I go because the outline changes as I work. This outline is usually 4-12 pages long.

I usually have more detail about the first parts of the book when I start than I do the last parts. But even if some parts are sketchy, I usually have at least a line for each of the big events all the way to the end. When I start drafting (steps 3 and 4) and moving through the book, the details for those later parts begin to fill in. Again, it’s a “working” outline so things change.

3. CHAPTER DEV DOCS

When I finish the working outline to my satisfaction and start chomping at the bit to write, it’s time to start drafting. I open a new chapter development doc for the first event on the outline and copy/paste the event’s material from the outline into it.

I do some sketching if necessary (see my posts on scene primers) in the new document. Then I begin to write with the outline material and scene sketch as a guide.

If I run out of steam, or the take of the scene doesn’t work, I do another take. I just stop, create a new heading titled “Take 2” or 3 or 4 (whatever the take is), and start again. I may brainstorm as well in this document and do other pre-draft work that has finally presented itself to me to be done. There have been a couple of times that I’ve had to do 20+ takes to get a take that works. Most of the time I need 1-3 takes. Using Word navigation view I can see in the sidebar all the takes etc.

The nice thing about these chapter development documents is that they’re working documents. I can be messy.

4. MANUSCRIPT

When I’ve gotten a good take of the scene, I paste that take into my manuscript document which contains all the final takes from the chapter development documents. This is “draft 1” of the manuscript. Usually each scene/event becomes a chapter, although I might split it if it goes long, or combine it with others if it’s short.

5. REPEAT UNTIL DONE

I repeat steps 3 and 4 until I’m done with the book. Using Word navigation I can see all the chapters in the sidebar.

6. CHAPTER REVIEW

Before I print the manuscript for the cold read, I will review the chapter breaks one more time based on what I feel is right for the length, the right effect, especially at the ending and beginning of the chapter, and what I think goes together.

7. DRAFT VERSIONS

After cold reading and marking up the printed form of draft 1, I copy the manuscript file and replace the suffix “draft 1” with “draft 2”, then make the edits for the cold read in draft 2.

Then I send draft 2 out to my beta readers. When the manuscripts and comments come back, I copy draft 2 and change the suffix to “draft 3” and make the beta reader edits in draft 3.

I do this for as many drafts as I go through, including those for the copy edits.

8. BOOK

When I’m done with drafting, I copy the final draft and replace the draft suffix with “book”. Then I add front matter and back matter (title page, copyright page, teaser, map, author’s note, table of contents, etc.) in preparation for importing into InDesign to create the ebook and POD (print-on-demand) versions.

9. POD

I create an InDesign document, import the Word book, then save it with the suffix “POD”. Next I finalize the interior formatting for printing. There’s quite a bit that goes into this with chapter breaks, widows, and orphans, breaks, etc. When that’s done, I upload it to CreateSpace and then print off the proof they provide.  By now the cover is finished as well.

10. PROOF READ

I read the POD proof to catch any last errors and make the appropriate updates to both the Word book and the InDesign POD document.

11. EBOOK

I copy the POD InDesign document and replace “POD” with “EBOOK”. I then add the appropriate changes (links etc.) to the front and back matter for the ebook. Next I export the InDesign document as an EPUB. I have to use Calibre Book Editor to edit a number of things in the EPUB. When that’s done I open the EPUB with the Kindle Previewer to create the MOBI version (Kindle file).

12. PUBLISH

The next step is the easiest–click a few buttons to upload the final version of the POD and ebooks to the various online retail venues. I go direct with Amazon, CreateSpace, NookPress, and Kobo. I use Draft2Digital for iTunes and Smashwords for all the rest. 

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  • Villainous Heroes

    If we root against villains based on moral judgments, then how is it possible to root for heroes who are not just bad boys but down right criminal, e.g. hitmen, mobsters, thieves?

    It’s a wonderful question that has a simple and revealing explanation.  We root for these bad guys because they’re really good.

    What?!

    When talking about bad heroes, what we often do is:

    1. Take them out of their context.
    2. Focus on one or two negative traits, not the person as a whole.
    3. Abstract them and miss what’s happening in real time as we process the story. We only have so much working memory and usually can only think about what’s being presented versus what we think about when we’re out of the story. What’s being presented in the story is mostly the threats to these heroes, not the consequences of their evil deeds. And if the consequences are show, it’s always modified by context (#1 and #2 above).
    4. Confuse fascination with rooting.

    When we actually look at what’s happening with the hero in the context of the story, what we find is that rooting is still based on moral judgments of who is good/right and who is not. We root for people we think are in the right (given their context) or are getting, undeservedly, the short end of the stick; we root against people who we think are in the wrong.

    Here are some examples.

    DISNEY’S ALADDIN

    Thief. This one’s easy, I grant it. But it’s illustrative. I never once didn’t root for the boy. But I also never saw him as a true bad boy. He was nice. He shared the bread he stole with kids less fortunate. The guards were mean brutes. Jaffar was wicked and threatened the sultan and Jasmine who were good and innocent. was in a situation that provided some leeway for his behavior (alone, penniless).

    1. Context. He’s fighting a much greater evil, someone we are rooting against.
    2. Whole Person. He is a thief, but he’s also kind. Given his whole person, he falls on the side of good.
    3. Processing. As we process the story we’re never shown awful consequnces of his theiving. Mostly just the good and courageous things he does. And the threats to his welfare.

    THE ITALIAN JOB

    Thieves.

    1. Context. The movie starts with a heist and then a betrayal and murders by a traitor. Yes they’re theives, but we wittness a greater evil. The people they fight against are worse than they are.
    2. Whole person. Except for the thieving, he’s a likeable guy.
    3. Processing. We see few negative consequences of their actions to others, but we are constantly being presented with threats to them by guys who are committing greater crimes.
    4. Fascination. I was incredibly interested in the scam–the plans, tech, everything.

    THE PROFESSIONAL

    Mob Hit Man

    1. Context. He’s protecting a girl from other hit men. He’s fighting a bigger evil. He’s also taken advantage of by his boss.
    2. Whole Person. He’s a hitman, but more time is spent on his kindness.
    3. Processing. We see very little of the effect his hits have on others. Instead we are presented with threats to the girl and him.

    DIRTY HARRY

    Murdering vigilante

    1. Context. He’s stopping guys who are doing terrible things.
    3. Processing. We don’t focus on negative consequences of his vigilantism, but the threats from these really bad guys.

    MATCHSTICK MEN

    Scammers of the elderly

    From IMDB “Roy’s private life, however, is not so successful. An obsessive-compulsive agoraphobe with no personal relationships to call his own, Roy is barely hanging on to his wits, and when his idiosyncrasies begin to threaten his criminal productivity he’s forced to seek the help of a psychoanalyst just to keep him in working order. While Roy is looking for a quick fix, his therapy begets more than he bargained for: the revelation that he has a teenage daughter–a child whose existence he suspected but never dared confirm. What’s more troubling, 14-year-old Angela wants to meet the father she never knew. At first, Angela’s appearance disrupts her neurotic father’s carefully ordered routine. Soon, however, with his own unique spin on parenthood, Roy begins to enjoy a relationship he never dreamed of having with his daughter.”

    1. Context. Much of the time is spent his on his loneliness and issues with his estranged daughter.
    2. Whole person. He steals, but we never see huge suffering from it. We see all the other issues he deals and have sympathy for him.
    3. Processing. We’re focused on the threats to him, not the consequences of his one negative trait.
    4. Fascination. I was fascinated by the scam and this pulled me along through the first.

    CONCLUSION

    What happened in all these stories as I experienced them was that the story carefully managed my view of the hero. He was always on the better side of the antagonists. He was always more good than bad, even if only by a little. And the story focused my attention most of the time on the bad/threats/consequences flowing from the antagonists, not the bad from the hero’s deeds.

    What this shows is that you could write a story about a villain and make him the hero. In some instances it might be exceedingly difficult. For example, I think Hitler would be a hard sell as a hero, someone we’d root for. But the Neo-Nazis prove it’s not too hard a sell for some people. 

    I don’t think recognizing the fact that we can make “bad” people sympathetic means authors are “simply being clever” or “pushing buttons.” After all, to write well you must believe and care about what you’re writing about. YOU have to believe it. Nor do I think it undercuts the notion that we root for people based on a moral stance. It just recognizes the fact that moral judgments, in fact, the vast majority of appraisals of situations, happen quickly with the facts at hand, which are the ones in our working memories. The ones the authors are controlling.

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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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  • Become A Story Idea Machine

    Now’s your chance

    It’s here. I finally figured out how to:

    • Hold the Novel Writers Academy courses
    • Give you one-on-one guidance (not canned videos)
    • And still accommodate my writing schedule and commitments

    The course that’s open for applications is called Create Story Ideas That Beg to Be Written. It’s purpose is to transform you into a story idea machine.

    And you can be there in six weeks. Before the end of the year.

    I will be working with only a small set of people. I can’t accommodate more and give you the one-on-one feedback you need. And so you need to apply to get in.

    The deadline for applications is midnight, October 27th. So contact me now to get the application instructions.


    A cracking good story idea requires five critical elements. Until you have all five, you’ll struggle to plot. You’ll write a few scenes and run out of gas. You’ll feel like the story just isn’t going anywhere. And that’s because it isn’t. It can’t. A story isn’t a story without all five elements.

    However, once you develop these five things, your story will suddenly roar to life. There are a few other elements that are important as well, but these five things form the core of the story setup. 

    In this course you’re not going to merely learn about all of those story elements. You’re going to go deep and learn what can only be learned by actually doing the work and developing story idea after story idea with personal one-on-one feedback from someone who knows what they’re doing.   

    When you finish, you won’t just know story theory. You will be a story idea machine. And you will be that because you have put in the work. The right work.  

    Again, this is not a course full of lectures and videos. This is a course where you’re going to work. And develop the insights and skills that only come from doing the work.

    You’re actually going to:

    • Come up with story setup after story setup after story setup
    • And improve them with one-on-one feedback. 

    It’s going to:

    • Eliminate years of you wandering about in the story wilderness trying to figure things out on your own. 
    • Put you miles ahead of other writers who have no idea what’s really at the core of story. 

    You are going to learn how to develop killer story ideas on purpose instead of on accident. Which means you’ll be able to do again and again. Reliably. Like clockwork. 

    Course details

    Here are the details. 

    • 6-week course 
    • Starts: November 2
    • Ends: December 19
    • One week off right in the middle for the US Thanksgiving holiday 

    The focus of the class is not on learning about story, although you will do that. The majority of your time will be spent on developing stories. 

    You can’t become a carpenter by watching videos and reading books about it. You have to get out on the work site, cut wood, and pound nails. You have to make the mistakes all beginning carpenters make, get feedback, and improve. The same goes for writing. And you’re going to work in this class. You develop 21 story setups. In fact, you develop more because the 21 are just the ones you turn into me. And with each one your skills, insights, and abilities grow.  

    In the beginning, your setups will be bare bones. By the end, they’ll be fully developed setups that beg to be written. Setups you can use to immediately write the first draft  of your novel, whether that’s in outline or chapter form. 

    Here’s what you do each week. 

    Week 1. November 2-7

    • Uncover the secrets of what’s really at the heart of story and how to generate ideas. 
    • Define your genre requirements
    • Create story setups 1-3

    Week 2. November 9-14

    • Uncover the secrets to compelling characters 
    • Create character sketches
    • Create story setups 4-7 

    Week 3. November 16-21

    • Uncover the secrets to formidable obstacles
    • Create story setups 8-11 

    Week 4. November 30-December 5

    • Uncover the secrets to interesting casts
    • Create story setups 12-15

    Week 5. December 7-12

    • Uncover the secrets to managing multiple storylines and series
    • Create story setups 16-19 

    Week 6. December 14-19

    • Create story setups 20-21. These are your capstone projects where you apply everything you’ve learned and take it to the next level

    As you can see, in this class you develop story idea after story idea after story idea. I didn’t detail it above, but each week you will also be lifting the hood on your favorite stories and actually seeing how they work. Story after story after story. In this class, you are marinated in the work of developing characters, THOMs, goals, obstacles, settings, casts, and more. And because of that, each week will not only bring an explosion of insights, but new skills and abilities.

    Every week you get two private, one-on-one, live sessions with me where you get encouragement and feedback on what you’ve developed. And then we’ll work as a group, applying the principles and brainstorming even MORE ideas for each other’s stories. 

    At first you might feel a bit shy and worried about your ideas and abilities. But you’ll soon get over that. By the end of the course you’ll be one of those people that can generate terrific ideas easily. And you’ll be able to do that because you will have put in the work to become a different writer.  

    Apply now!

    The normal cost of the course is $899. But because this is the first time I’ll be running through it, and we’re likely to run into a few kinks that need to be worked out, I’ve dropped the price to $599. I personally guarantee my course. You’ll be totally oh-my-gosh-I’m-so-happy-I-took-that-class satisfied, or I’ll give you your money back. No questions asked.

    Now’s your chance to stop spinning your wheels. I can’t tell you how much I wish I’d had something like this when I’d started:

    • The secrets about the true core of story.
    • The secrets about how to come up with ideas. 
    • Actual work with personal one-on-one feedback. 
    • Laser focused on what actually matters, not a bunch of ridiculous writing rules. 

    When you finish, you will be a story idea machine. 
     
    You won’t know plotting. That’s a different course and set of skills. You won’t know how to write chapters. But you’ll know how to create the engine that powers all the rest of that. You’ll know how to create the core that makes awesome plots and chapters possible. 

    If you want to take this course, click the button below and contact me. I will tell you exactly how to apply.

    I’m not going to be able to accept everyone who wants to take the class. I have a very strict limit on the number of students I can work with. So you need to get your application in before the deadline of midnight, October 27th.

    Don’t wait!

    Share
  • Washington Irving, Family, & Writing

    How do writers juggle writing and family?

    One of my heroes is Mary Higgins Clark who, as a single mom, started a career. She got up very early, wrote for 1-2 hours in the morning, and became a mega-seller.

    I have four girls. And a full-time job. When the first two were little my wife was working and I was Mr. Mom going to school. Then we switched.

    Here’s my experience. While I love writing, my stories do not run to me and give me wonderful strangling hugs after school like my youngest. While I laugh at the humor I come up with in my stories and enjoy it, it cannot replace the uncontrollable giggling I experience when I go on dates with my second. While writing lifts me, it does not fill my office with notes and wallpapers of love like my oldest. And writing never drags me out to play ghosts in the graveyard or hide and seek–daughter #3. Nor will my stories and novels be there for me when I’m old.

    While writing is incredibly fulfilling, my wife, kids, and other relationships are a joy it cannot replace.

    What all this means is that I try to recognize that I can’t let family and writing compete. They can’t be equal priorities. Family comes first. But this doesn’t mean I don’t write. I block out times to write. These are my writing times. I get up early to make time for this. I don’t watch a lot of TV. I don’t read a million blogs, nor, alas, can I read fiction at the level I used to. I make time. But I also make blocks when I just forget writing (even though it can be hard).

    Specifically, here’s my average work week.

    5:00 AM rise, wake and get centered for the day
    6:00 AM work (“work” is my day job and writing)
    6:30 AM family and breakfast
    7:30 AM go to work (at home). Try to get in 7-8 hours at day job and 2 hours writing. When I did commute I wrote for 1 hour during lunch and 1 hour in the morning before I went to work. Then I’d take a 2 hour block on Thursdays.
    5:30 PM family etc.
    9:30 PM bed

    On Saturdays I get a few more hours writing. Sunday I forget everything but family.

    With the new book contract I have to become a bit more creative. But if it ever comes down to sacrifice the last 2 years of my oldest being at home and writing, well, the books will go.

    When my writing plans meet reality, I try to adjust and find other slots for writing. It wasn’t easy in the beginning, but it’s become much easier. And I don’t worry about what I might have accomplished in writing if I’d just had the extra time. Such what-if’s, I’ve found, are almost always poisonous. And who the heck cares? Because while I want to write wonderful stories, I think the greatest loss I think I might experience at the end of my life (believing in an after life or not) is looking back and seeing that I traded the opportunity for wonderful relationships for a rapidly mouldering spot on the shelves.

    Washington Irving wrote a funny and wonderful piece on this mouldering in his “The Mutability of Literature” in THE SKETCHBOOK OF GEOFFERY CRAYON. I recommend every writer read this to put life and writing into perspective.

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  • |

    Become A Story Idea Machine

    Now’s your chance

    Apply to take the next Novel Writers Academy course: How to Create Story Ideas That Beg To Be Written.

    • Six-weeks
    • Starts: Jan 2, 2022
    • Ends: Feb 21, 2022
    • Gobs of hands on practice
    • One-on-one guidance from me

    At the end of the six weeks you will be a story idea machine.

    I will be working with only a small set of people. And so you need to apply to get in.

    The deadline for applications is midnight, December 11th. So contact me now to get the application instructions.


    A cracking good story idea requires five critical elements.

    Until you have all five, you’ll struggle to plot. You’ll write a few scenes and run out of gas. You’ll feel like the story just isn’t going anywhere.

    And that’s because it isn’t. It can’t. A story isn’t a story without all five elements.

    However, once you develop these five things, your story will suddenly roar to life. There are a few other elements that are important as well, but these five things form the core of the story setup. 

    In this course you’re not going to merely learn about all of those story elements. You’re going to go deep and learn what can only be learned by actually doing the work and developing story idea after story idea with personal one-on-one feedback from someone who knows what they’re doing.   

    When you finish, you won’t just know story theory. You will be a story idea machine. And you will be that because you have put in the work. The right work.  

    Again, this is not a course full of lectures and videos. This is a course where you’re going to work. And develop the insights and skills that only come from doing the work.

    You’re actually going to:

    • Come up with story setup after story setup after story setup
    • And improve them with one-on-one feedback. 

    It’s going to:

    • Eliminate years of you wandering about in the story wilderness trying to figure things out on your own. 
    • Put you miles ahead of other writers who have no idea what’s really at the core of story. 

    You are going to learn how to develop killer story ideas on purpose instead of on accident. Which means you’ll be able to do again and again. Reliably. Like clockwork. 

    Course details

    The focus of the class is not on learning about story, although you will do that. The majority of your time will be spent on developing stories. 

    You can’t become a carpenter by watching videos and reading books about it.

    You have to get out on the work site, cut wood, and pound nails. You have to make the mistakes all beginning carpenters make, get feedback, and improve.

    The same goes for writing.

    And you’re going to work in this class. You develop 21 story setups. In fact, you develop more because the 21 are just the ones you turn into me. And with each one your skills, insights, and abilities grow.  

    In the beginning, your setups will be bare bones. By the end, they’ll be fully developed setups that beg to be written. Setups you can use to immediately write the first draft  of your novel, whether that’s in outline or chapter form. 

    Here’s what you do each week. 

    Week 1.

    • Uncover the secrets of what’s really at the heart of story and how to generate ideas. 
    • Define your genre requirements
    • Create story setups 1-3

    Week 2.

    • Uncover the secrets to compelling characters 
    • Create character sketches
    • Create story setups 4-7 

    Week 3.

    • Uncover the secrets to formidable obstacles
    • Create story setups 8-11 

    Week 4.

    • Uncover the secrets to interesting casts
    • Create story setups 12-15

    Week 5.

    • Uncover the secrets to managing multiple storylines and series
    • Create story setups 16-19 

    Week 6.

    • Create story setups 20-21. These are your capstone projects where you apply everything you’ve learned and take it to the next level

    In this class you develop story idea after story idea after story idea. You are going to be marinated in the work of developing characters, THOMs, goals, obstacles, settings, casts, and more. And because of that, each week will not only bring an explosion of insights, but new skills and abilities.

    Every week you get two private, one-on-one, live sessions with me where you get encouragement and feedback on what you’ve developed. And you’ll have access to a private Facebook group where you can apply the principles to brainstorm even MORE ideas for each other’s stories. 

    At first you might feel a bit shy and worried about your ideas and abilities. But you’ll soon get over that. By the end of the course you’ll be one of those people that can generate terrific ideas easily. And you’ll be able to do that because you will have put in the work to become a different writer.  

    What’s the price?

    Hours of one-on-one instruction from a professional editor or author costs thousands of dollars. An MFA program can cost $25,000 to $30,000 or more!

    But this course won’t cost anywhere close to that.

    Plus you’re going to learn things here you’ll never get in an MFA program (I know. I was accepted into a top-ranked program).

    The cost of this course is $799. And I personally guarantee your results. You’ll be totally oh-my-gosh-I’m-so-happy-I-took-that-class satisfied, or I’ll give you your money back. No questions asked.

    Now’s your chance to stop spinning your wheels. I can’t tell you how much I wish I’d had something like this when I’d started:

    • The secrets about the true core of story.
    • The secrets about how to come up with ideas. 
    • Actual work with personal one-on-one feedback. 
    • Laser focused on what actually matters, not a bunch of ridiculous writing rules. 

    When you finish, you will be a story idea machine. 

    You won’t know plotting. That’s a different course and set of skills. You won’t know how to write chapters. But you’ll know how to create the engine that powers all the rest of that. You’ll know how to create the core that makes awesome plots and chapters possible. 

    If you want to take this course, click the button below and contact me. I will tell you exactly how to apply.

    I’m not going to be able to accept everyone who wants to take the class. I have a very strict limit on the number of students I can work with. So you need to get your application in before the deadline of midnight, December 11th.

    Don’t wait!

    Contact me now to get application instructions.

    Share
  • |

    Is Product Popularity Random?

    In Why Publishing is Making You Crazy—and What You Can Do About It: The Tao of Publishing, Steven Axelrod and Julie Anne Long write an interesting post that takes some findings made by Duncan Watts and attempts to explain why writers should only focus on the quality of their work because they cannot reliably affect popularity in any other way.

    I agree with them that social-influence seems like a good explanation for the sometimes unexplicable successes we see in publishing and the difficulty publishers have in both predicting and producing a steady stream of hits. However, I do not find support for their main conclusion that writers can do nothing but write.  In fact, I suggest that Watts’ findings show quite the opposite.

    Axelrod and Long base much of their argument on an experiment conducted by Duncan Watts that tested the power of social-influence on music selection in some controlled music websites. Watts summarizes his findings in the excellent Is Justin Timberlake a Product of Cumulative Advantage?.

    In his part of the post, Axelrod points out that the Watts findings indicate “50% of the factors affecting your career could be totally outside of your control—totally random” and that “unless we can separate out those random factors which contributed to an author’s past success [and we can’t, Axelrod suggests], anything we can say or predict about why she succeeded will invariably be way off-the-mark.” And therefore “what’s interesting—and chilling, as well—is that there’s evidence that the harder a person works to make sense of a random event, the farther they’ll end up from the truth.”

    In other words, the only thing an author can reliably do to improve the popularity of his stories is focus on their instrinsic quality. And get more stories out so he has more shots in the fickle social-influence game.

    I agree that having more product in the market increases your odds. I also agree that focusing on the intrinsic quality of the writing can do the same. I even agree that this is where authors should spend most of their time. However, Watts’ studies do not indicate other efforts are wasted. In fact, they suggest the opposite.

    Watts does not controvert anything we now know about marketing. What he does is clarify the power of social-influence in our decision making and the dynamics of ONE type of endorsement system. What Watts shows is:

    1. A perceived non-bias endorsement of your product can have a huge effect in the product’s popularity.
    2. The intrinsic quality of the product has an effect on popularity, but social-influence plays as large or larger role.
    3. Popularity in the system set up in the test websites depended on the decisions of a few early-arriving potential endorsers, i.e. good early reviews (downloads in this case) are amplified and lead to an effect he calls “the richer getting richer.”
    4. In this one endorsement system, neither a future endorsement nor the identity of the early endorser can be predicted.

    These findings, however, need to be put in context. From cars, to camcorders, to recipes, the popularity of a product depends on three main factors. These aren’t new ideas and publishing is no different than any other industry. The factors come from long-standing marketing practice:

    1. Visibility (people know about it)
    2. Endorsement (recommendation from an attractive person, trusted authority or friend, or trusted system like the perceived unbiased reviews on Amazon or “most downloads” stats)
    3. Attractiveness (intrinsic to the product, the perceived value offered the target market, and the social effect as pointed out by Watts)

    Each of these three affects the other two. Visibility makes endorsements and initial attractiveness possible. Endorsements make a product more attractive and more likely to be visible. Attractiveness makes something more visible and more likely to be endorsed. And round and round we go.

    It’s true that Watts shows 50% of the effect is due to endorsement. But nowhere does Watts suggest an author cannot increase the probability of visibility and endorsement.

    In the study, the endorsement method used was a counter showing the number of times the song had been downloaded. It was random, anonymous, and perceived as unbiased. That was a controlled environment. However, what if a singer had been able to ask all those he knew who loved his song to download it from the site? Or what if someone organized such a campaign independent of the singer? Both actions would immediately affect the probability of the song increasing in visiblity and endorsement and, hence, popularity.

    It’s too bad Watts didn’t test this in one of his sites to see if he could make a winner. As it was, all Watts was doing was seeing if he could predict a success by quality alone. He was passively observing, not actively taking measures to increase visibility and endorsement.

    Furthermore, the counter is just one type of endorsement system. There are a number of others. We’ve all seen how an Oprah endorsement can move the market. The identity of that endorser is NOT random and has great predictive value. Her decision to endorse is still random. But what if you have a way to make your book visible to her? Would it be a waste of time to do so?

    Robert Sawyer loves to tell of one action he took with someone with much less endorsement power than Oprah and the effect it had on his sales. Was Sawyer guaranteed visibility and endorsement from that action? No. However, he DID increase the probability, and it resulted in sales. Here’s his account.

    Watts confirms that endorsements have a mighty effect on popularity. Even something as simple as a “most downloads” counter can easily overwhelm a listener’s own reactions. But the logical conclusion is not to do nothing. The logical conclusion is that if authors want to increase their popularity, they must not rely only on the intrinsic value of their product, but they must also search for ways to increase visibility and endorsement.

    Axelrod is correct that it’s sometimes difficult to see the effect of any given marketing campaign or tactic. This is because marketing efforts are probabilistic, not deterministic. However, probabilistic does not mean random. Furthermore, it does not indicate you cannot increase the probability of success. While publishers may not be able to produce best sellers every time, I’m confident if they decided to stop marketing altogether, sales would drop.

    Will all efforts succeed? No. Any marketing progam needs to consider the effect of diminishing returns. The effectiveness of some actions may be difficult to test. Furthermore, authors may not have the budget to run a campaign large enough to increase their probabilities, although there are strategies to become a big fish in a small pond (see Geoffery Moore’s Crossing the Chasm).

    Despite all these issues, we know, in general, getting endorsements helps. In general, the right placement in book stores increases visibility. Author visits to schools, if done right for middle age readers, can also increase visibility. Radio interviews, if done right, do the same. There are many things that DO improve an author’s odds. We can increase the probability of visibility and endorsement by taking intelligence, consistent action.

    And that’s good news. We might not be able to guarantee a hit, but one thing IS certain—we’ll have no direct influence on visibility and endorsement if we do nothing.

    (BTW, for those interested, here’s a great presentation on a related idea:Six Degrees: The Science of the Connected Age a presentation by Duncan J. Watts.)

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