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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  • How many copies do average authors sell?

    I posted earlier about the sales number for best-selling authors. What about the average author?

    Here’s Patrick Nielsen Hayden, an editor at Tor Books, in an interview on io9.com about the future effects of e-text on publishing:

    io9: Does it make a difference to you if an author has an online reputation? Does that go into your decisions to acquire books?

    PNH: Obviously it makes a difference if an author has a public online profile of some sort, even just down to the level of having a moderately popular blog. Most books sell 5, 10, or 15 thousand copies. Most are midlist books. With those people, even a modest online presence can make a difference in sales.

    The whole interview is interesting. In fact, he says something that I think is important to note about what today’s novelists and, to a lesser degree, short story writers are actually providing:

    One thing I’m sure of is that we’re [Tor Books] going to be in linear immersive narratives that produce the reading trance. We won’t be moving towards a “choose your own adventure” thing. People will do those things, but those are different art forms. There’s something about immersive text that you can read in order – it’s persisted through many technological changes. This fiction stuff works pretty well. It’s been around a long time

    I think he’s right. The EXPERIENCE you get in the reader’s trance, similar to the one you get in a movie, is a strong experience. The media used to convey that experience doesn’t really matter as long as it makes it easy to get into the trance.

    Check out the whole interview.

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  • Wise reader instructions

    I value accurate reports from readers who are (a) in the audience for my books and (b) approach the book as honest readers, not critics, nigglers, axe grinders, toadies, or flatterers. I just want accuracy. In How to Write Science Fiction & Fantasy, Orson Card calls these types of folks “wise readers.” When I find one, I cheer because not every reader has time, ability, or interest. And their reports are usually very helpful.

    I know a lot of aspiring authors ask friends and family to read their work. And I know that many people can easily become wise readers with a little direction. So I thought I’d share with you what I ask of my wise readers. Maybe you’ll find it useful with yours. Here’s a revised version of a letter I just sent to one who has agreed to read draft 3 of CURSE. Every author’s a bit different in how they approach readers. Some just say, read it and tell me what you like and what you don’t. But I like to provide a bit more guidance. And I wanted to make sure this reader understood exactly what I was looking for. It might be a bit much for some, but I wanted to make sure it was clear since this was his first time reading a full book for me.

    Thanks so much for agreeing to read this draft! What I want at this point is to see how I’m managing the reader experience in 3 areas: (a) the characters, (b) each chapter and scene, and (c) with the book as a whole. So  I’m hoping you just read, and as you go along make quick marks or comments when you’re delighted or bumped. I’ve listed the types of delights and bumps I’m talking about below. Please know I’m not providing them for you to use as a checklist, i.e. it’s not my intent to have you actively search for these things like a Where’s Waldo. You may feel some of these things. You may not. I just want you to be aware of them in the back of your mind as you read and to note when you experience them. In the end, I simply want an accurate report of YOUR experience. Accuracy is key to me.

    I find with my own reading that it’s often hard to respond to the story as a regular reader if I’m always stopping to write lots of detailed comments. It seems to knock me out of the reader’s trance. So don’t feel like you must stop at the end of each chapter to assess your experience or be exhaustive in detailing your every reaction. Just make your quick marks and comments as you go, then review and write up your report when you’re done. If you feel the book’s too big to do it all at the end and actually remember what your marks and comments meant, then break it up into chunks of 100 pages or every few chapters. Whatever works for you. 

    Sometimes, despite our best wishes, we are just not in the audience for a specific book. If the book just isn’t working for you, do not read past the point where you would normally put it down. Pushing yourself beyond that point will only drive you nuts, and it won’t provide me with anything useful. So just stop there, be happy, and write your report. Remember: the most useful thing to me is accuracy. 

    As for the report, give me a summary of your general and specific reactions. For comments on specific parts or lines, it’s critical for me to know page numbers so I can go back and see exactly which part you’re talking about. Write your explanations on the specific page of the manuscript. They don’t need to be long. For example, if a page introduces too many names and you couldn’t keep track of the people and started to get confused, you might underline all their names and write “huh? too many names, can’t keep track.” If a character does something that makes you cheer, you could circle the paragraph and write “yes! yes! yes! Go Talen.” Just so that it’s clear to me what your reaction is and what your reacting to.  

    Please know whatever your reactions are, they are just as valid as anyone else’s. It’s my job to review all the reports and decide what they mean and whether they indicate I need to make any changes. Whatever I decide, know that it means a lot to me that you took the time to read and report with accuracy. 

    So, any of the following types of things count as bumps and delights. You might have others you experience as you read. Feel free to mark and comment for them as well.

    DELIGHTS
    I want to know what IS working with the characters, scenes, chapters, and plot as a whole. So any parts–story, people, or things–that elicit a strong reaction of the type you see below.

    Characters

    • You really like or enjoy them
    • Intrigued or fascinated by them, want to know more
    • Great lines
    • Envy them or think, oh man, that would be so cool to be able to do that or be there or have that skill/ability
    • Sympathize with, root for
    • Dislike, hate, root against

    Story

    • Suspense, anxiety, stress, dilemma
    • Curiosity
    • Mystery
    • Surprise
    • Cool!
    • Wonder or awe
    • Insight, poignancy
    • Sadness
    • Triumph, stand up and cheer moments
    • Laffs or grins
    • Dread, horror
    • Great action, stunts, adventure
    • Romance
    • Compelling “Dude!” chapter or scene beginnings, ends, and story turns

    Text

    • Vivid descriptions
    • Poetic beauty in the prose

    Overall

    • Did the story build well for you, bang bang in the climax, and then leave you wanting to linger and enjoy the rolling credits? Did it leave you feeling “wow” or “that was great?” If it didn’t quite make it, then give me an indication of how much on a scale of 1 – 10
    • What were the most interesting parts of the story for you?
    • Did you feel resolution and a strong tug to read more, come back to the world?

    BUMPS

    “Huh?”

    • It’s not clear what’s going on, who’s doing it, or why.
    • You really don’t understand something and you think you’re supposed to.
    • Too many terms, names, etc. and you’re getting lost or feel like you need a diagram.
    • The text itself doesn’t make sense, or it clunks badly.
    • The book contradicts itself.

    “Come on!”

    • Something just doesn’t ring true.
    • It’s just not how things work, e.g. John, there was no FBI in 1638 in China.
    • The character’s actions don’t feel logical given the situation, e.g. um, why would she do that? I’d just X and, boom, it would be over. She was stupid.
    • You just don’t buy some plot turn. It doesn’t make sense. Was too easy. Seems to ignore all sorts of things in the story.
    • A character is irritating or annoying you.

    “Yawn” or “What, that’s it?!”

    • Things are starting to get boring.
    • You start to skim the blah blah blah to get to the good stuff.
    • You were built up to expect something and instead got a fizzle. This could be some mystery, a character, an insight, conflict, the ending, etc.

    Please note that this list might change depending on the type of story I write. And the reader. For example, if I wanted a content or technical expert to report, then I’d be asking him or her:

    • Anything not ring true
    • Anything too cool or intriguing that I’ve left out.

    If the book was focused more on a romance, then I’d probably provide a slightly different list of delights. Horror would require yet a different version. Not too different. But the emphasis would probably be elsewhere. The key is in me knowing the type of experience (entertainment & drama) I’m trying to provide, what I’m trying to test, and giving the wise reader enough examples that they know what I mean by “delights” and “bumps.”

    EDIT: 11/27/12

    And here are the Beta Reader Instructions I gave to the latest batch of noble souls who offered to beta read BAD PENNY.

    Let me explain what I need you to do as a beta reader. This is basically a test screening. All I’m looking for is to have you give the novel a test ride, and then report back your experience. I’m not talking about giving feedback on small stuff like grammar and spelling. I’m talking about reporting your experience with the big story things like characters and plot.

    For plot, you simply report chapter by chapter if you were still interested and wanted to keep reading or if the story started to become a bit long (yawn). Were there any parts that stood out to you as particularly interesting, funny, heart-pounding, or suspenseful? Any that stood out as a bit dull or didn’t ring true?  Was the ending satisfying?  Did the beginning grab your interest? Anything you were uncomfortable with? There’s no wrong answer. It’s just a report of your experience. And an ACCURATE report is what I’m after.

    For characters, you report what you felt towards the main characters and any bit characters that stood out to you. Who was funny?  Who was likeable?  Who were you rooting for?  Who did you hate or fear or mistrust?  Were there any characters who are just so dumb or annoying you wanted to smack them? Where there any character moments that didn’t ring true or stood out to you as particularly entertaining? 

    Please remember: I want you to read only what you have time for AND interest in reading. If that’s one chapter, bully. Five, excellent. The whole thing, awesome. If you get a few chapters in and find it’s just not your type of story, that’s not a problem. Don’t read another word. Knowing that is helpful information as well. YOU determine the length of your test ride. I value whatever input you have to give. 

    I’m hoping to get all responses back by November 1. So send whatever you have by then.  Also because I will be shopping this to publishers, I must ask that you not copy, share, or distribute the manuscript in any way without my written permission.

    If I was looking for expert fact checking from one of the individuals, as opposed to a general story report, I’d add somethhing like this on the front.

    Let me explain what I need you to do. This is basically a test screening. All I’m looking for is to have you give the novel a test ride, and then tell me where it doesn’t ring true with your experience with [enter expertise] or where I’ve missed a detail that might be cool. Chapters 9-10 and probably 22-24 are the ones where your expertise with [enter expertise] would come in.

    If you think you’d like to provide input as a reader on the story as well, I would welcome that. I’m not talking about giving feedback on small stuff like grammar and spelling. I’m talking about reporting your experience with big story things like characters and plot . . .

    I’m hugely grateful to my beta readers. Some are shy about giving their report. Some aren’t. Either way I usually ask some clarification questions and then save all the gold they just gave me to use in my final draft.

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    Your single biggest challenge writing novels

    I’m about to put together a brand-new novel writing boot camp, but before I do that I want to know what would be most helpful to YOU.

    So if you want to write novels, my question to you is this…

    When it comes to writing novels, what’s YOUR single biggest challenge, frustration, or concern?

    Please CLICK THE LINK to tell me.

    Click here.

    As a thank you, those that answer the question will get a seat at a virtual, 1-hour training session I’m putting on where you discover 3 key principles of keeping your readers hooked.

    I look forward to the insights.

    You’re awesome ?

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    Writing Update: 6/13/11 – reviewing the beginning

    I’ve finished chapter 17 of CURSE. I’m up to 50,000 words and have moved from the presentation phase into the struggle. And I’m stopping at this point to review the what I’ve got. I’ve learned that if the foundations of the story–the presentation phase–has fundamental flaws in it, you’re only going to create a HUGE rewrite mess if you push on.

    I know this from experience. When writing the first draft of CURSE back in 2009 (oh my heck, it feels like forever ago), I ignored my Spideysenses and told myself I could fix anything that was wrong in post production.  And it IS possible to fix many things afterwards–you can change scenes, improve clarity and transport, remove continuity errors, layer in character tags and things like that.

    And it IS true that sometimes you do just have to write to the end to figure out the story.  Sometimes you have to just write to the end, and do it in a substandard way, because if you don’t you’ll never finish anything. Sort of like sketching first and then painting. But if there’s something wrong with the basic premise of a story line, and you keep writing, then that story line affects everything it touches. The fractures ripple out all the way to the end of the book. And you might end up, like I did, having to toss a huge amount of what you’d written.

    Which is not all bad. I learned a lot and invented a lot of cool stuff while writing that. But when you’re on a deadline, it can be a killer.  And I’m not doing that this time. I worked out the big issues in my chapter outline.

    So I’m pulling back and reviewing. I’m delighted with everything but the villain. He’s still not right. I love his chapters, the scenes. I love the name I’ve given him–Endless. But the structure isn’t right. I’ve inadvertantly created two main villains. And that’s not useful. Having two “main” villains doesn’t double the power of the opposition. It splits it. The villain/henchman model works well. But I don’t have that either. Over the next few days I’ll be rectifying the setup. Then moving forward.

    For those of you who are writers, I thought you’d be interested to know that there were a few times these last two weeks when I dreaded the writing. I had a large problem before me or had to invent a new chapter (as opposed to using something from the previous draft), and a dread filled me. But I sketch/drafted my way to the end, and soon found the writing a joy again. 

    I can’t say enough about the sketch/draft method. I’ve found it works in creative activities OUTSIDE writing as well. When working up a lesson plan for my day job, designing landscaping for our house, developing a talking script for a sales call, writing a technical manual, or a hundred other things I’ve had to do–it’s always easier to work from something than create everything all from scratch.

    Sketching allows me to create that first draft. And it allows me to do this without having to worry about quality. Sketches can be silly. Weird. Full of crap. They can be all this because I can throw them away. They’re not meant to be permanent. And so there’s no pressure to perform. There’s no staring at a blank screen or page. Sketching is a free-wheeling joy. It fills me up with ideas. And then, when I’ve got the general idea of what I want to do, I can start in on the “real” draft knowing WHAT I want to accomplish which leaves me free to think about the HOW. And if I run into problems and realize the draft isn’t going to work, or I run into something better, I just call the current draft a sketch (or “take” as used in the movie business) and move on to the real one.

    Sometimes a chapter or section requires 1 sketch or take, sometimes I’ve run up into the 20’s. Sometimes I haven’t needed any at all. It’s not the number that’s important, it’s the process that has really freed me.

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  • | |

    Teachers (and writers)! Free Class Next Monday on How to Teach Narrative for the Common Core

    If you feel a bit lost or anxious about how to teach narrative for the new core, especially stories, I think I can help.

    I’m an educator in the private sector and an award-winning novelist and short story writer. I’ve been teaching authors in various venues how to write for the last five years. I’ve been on writing podcasts with thousands of listeners, taught at a number of writers conventions, and had a series of articles published by the national Science Fiction and Fantasy Writers of America organization, an organization for professional authors. I’ve also been helping Nellie, my wonderful wife, teach her 7th and 8th grade language arts students the unit on short stories during that same period. We’ve taught it to twenty different classes and picked up a number of important insights along the way.

    This last year I couldn’t help but examine all the materials Nellie brought home during the district’s writing program adoption investigations. Some programs looked very promising; others not so much. Some got some things about writing flat out wrong. Most of the programs had gaps.

    Furthermore, because I work with so many people wanting to write, I know that it’s difficult to teach if you really don’t understand what stories really are and how they work. For lots of people, the subject matter can seem impenetrable. And yet writing stories is such a wonderful way to teach writing, especially because so many kids love it. You won’t find a kid who will spend extra hours writing a business letter or poem analysis, but you will find quite a few who will go crazy writing stories. And the whole time they’re practicing their writing skills.

    The question is how DO you write a story?

    What is a story?

    How can you tell if it’s good?

    How do you come up with ideas?

    Where do you start?

    And what the heck is this chart? Do writers really use this? (Not many that I know.)

    Story Diagram plot-mountain-pic

    And does anyone think changing the diagram to look like Aspen, Colorado actually helps?

    Story Diagram Aspen 

    Hey, students—please make your story look like Aspen, Colorado!  (Yeah, that’s going to be effective.)

    And yet it’s not as difficult as it appears. Nellie and I have seen a lot of kids really get into writing stories. We’ve seen kids WILLINGLY going way beyond the assignment to write stories that are eight, twelve, twenty-five plus pages. And as they’re writing, they’re practicing grammar, spelling, structure, vocabulary, etc. without knowing it and having a great time. I know that if you enable your students, many of them will write, write, write. Especially in grade school. But also in the higher grades.

    Stories can be a blast. The assignments can connect to many students. And the results can be wonderful. I’ve laughed out loud at some of the stories coming out of Nellie’s class. Others have been enjoyable on other levels.

    But for this to work in your class, you need to know some key things. You need to understand the core of story and the story development process. You need a lesson plan that details everything step-by-step so your students don’t flounder. And you need to know some fundamental tips (secrets?) about teaching this content.

    So I’m going to hold this day-long class for you. A full eight hours. And share everything Nellie and I have learned. This class will be for teachers at ALL levels (I’ll show you some ways to scale the complexity of what you’re doing). There will be NO cost. The only thing you have to bring is a pencil, paper, whatever program materials you have, and a willingness to have a good time.

    When we finish, you will know how to write a simple story like the ones your students will write because, ta-dum, you will write one! AND you’ll have a step-by-step lesson plan that builds on whatever materials you have—an official program or one of your own. AND you’ll understand story better than 99% of the population. AND you’ll have a bundle of techniques to help your students. AND you’ll solve both world peace and maybe the lost sock conundrum.

    Truly, I think that instead of feeling stress, you’ll actually be looking forward to teaching and writing stories with your students. If not, you may bring tomatoes and huck them at me, but please be aware that I will not stand still; to find satisfaction, you will have to be able to hit a moving target.

    If you’re interested, just click the Contact John link under my photo in the left sidebar and send me an email letting me know.

    Hope to see you in class!

    GET READY FOR A FUN DAY OF LEARNING!

    Topic: Teaching writing (narrative & the common core)

    Who: Teachers (and writers at least 18 years old), seats are limited

    When: Monday, July 29th, 8:15 AM – 5:00 PM

    Where: Rich Middle School, 54 E 100 S  Laketown, UT 84038

    Materials you need to bring:

    • Pencil
    • Paper
    • The writing program you’ll be using this year
    • Kooky socks, for those who cannot resist the urge
    • A lunch or a way to get one

    AGENDA

    8:15 AM Arrive

    8:30 AM – 9:20 AM

    • Can you create a redneck crapper?
    • The 1st secret to teaching writing: Attributes & techniques
    • The 5 parts of story
    • Thieves prosper – using existing patterns
    • A car, a beggar, and an idiot — basic pattern 1

    9:30 AM – 10:20 AM

    • The 2nd secret to teaching writing: Do it with them
    • Technique: Sketch then draft
    • Workshop 1: Zombies and kisses
    • Technique: Zing hunting
    • Workshop 2: Hunt zing

    10:30 – 11:20

    • What makes a story big or small
    • Workshop 3: Select a right-sized THOM and character
    • Workshop 4: Select a Goal
    • Workshop 5: Make character sympathetic
    • Workshop 6: 3 tries
    • Workshop 7: Resolution

    LUNCH

    12:00 – 12:50

    • The 3rd secret to teaching writing: Cognitive modeling and the 6-step process
    • The 4th secret to teaching writing: Our tiny brains
    • Writing is telling: Narrative & description
    • Technique: Yes, SiR
    • Technique: Broad-brush + 1
    • Technique: The Pause

    1:00 – 1:50

    • The 5th secret to teaching writing: Have fun
    • Workshop 8: Write your story

    2:00  – 2:50

    • How the pros revise—concept, line, & copy
    • Workshop 9: Content edit
    • The 6th secret to teaching writing: Our brains are still tiny
    • Workshop 10: Line edit

    3:00 – 3:50

    • The 7th secret to teaching writing: The 3 grunts (responding to a story and grading)
    • Share stories
    • What the heck did we just do?

    4:00 – 4:50

    • How to adjust for grade level
    • Common core
    • Your program and lesson plan
    • Identify black holes
    • Wrap up & next steps
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