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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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  • For the attendees of my killer workshop

    I think the workshop version 2.0 went very well. I had a wonderful time.  Click on the “Writing” menu above AND the category link on the sidebar to see the many blog entries I’ve made about writing principles.

    1. The 3 Things You Must Learn to Write Killer Stories Handout
    2. The Story Cycle Handout
    3. Lesson from writer’s area: Step 1 of The Creative Process: Capture the Zing
    4. Resource: Zing Hunting Methods

    Remember the 10 to 20’s. I would love to hear your experience with them.

    1. STORY EFFECTS. List 10 to 20 Stories you love. Then next to each write what you loved about it and what emotions it triggered in you. Finally, look at your answers to see the patterns. These are the effects you love, the ones YOU will probably find the most joy trying to create for others.
    2. PROBLEMS. List the main problems (threat, lack, mystery) for each of those stories. These are YOUR problem types, the one’s you’ll probably find the most joy writing about.
    3. INTERESTING CHARACTERS. List 10 to 20 characters or people you find interesting. Next to each identify what it is that makes them so interesting to you. Finally, look at your answers and identify the patterns. These are YOUR  draws. Use these when developing characters.  
    4. ROOTING FACTORS. List 10 to 20 characters your root for or against. Next to each identify what it is that makes you root for or against them. Finally, look at your answers and identify the patterns. Again, these are YOUR equity factors. Use them when developing your story.
    5. STORY PATTERNS. For the stories you identified, map out their story cycle (problem, reaction/decision, action, disaster). Your goal here is to see patterns of how the types of problems you love develop.
    6. ZING. For one week gather 10 to 20 zing each day. Try to get zing in all four areas (problem, plot, character, setting) during the week. Look at the lesson on capturing the zing and the zing hunting methods resource in the writer’s section.
    7. POWER QUESTIONS. Start a list of creative questions that are productive for you. You will want to identify power questions for all 5 parts of story. Look at the handout for some of mine. Ultimately, you’ll ask yourself hundreds of questions, but there will be 10 to 20 that you keep coming back to.  
    8. TIME. Identify how you will get 10 to 20 hours to write each week. If you can’t do 10, try to get close.
    9. WRITE. Develop and write a story. Identify the day you will start and do it.
    10. CONTACT ME. I want to hear about your progress.  Please post your findings in the comments of this blog entry 🙂
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  • Generating Story 14: Freewriting from Inquiry to Outline to Scene to Draft with Author Maya Lassiter

    Maya Lassiter is an unschooling mom, a yogini, a goat keeper, a yurt dweller, and a pantsy fantasy writer. Or should I say very likely soon to be less pantsy and more of a juggernaut? We shall see.  The initial results of her attempt to go from writing by the seat-of-your-pants to doing more pre-draft development seems to be paying off big time in less stress and higher word counts in each writing session.  I asked Maya to share her method with us. Here’s what she had to say.

    Maya

    At one hundred pages in on my eighth novel, I ran aground and could not seem to move forward an inch.  This was totally normal.  As a pantser, I pretty much always ran aground at some point, usually many times per novel, and then had to go back and rewrite, revise, redraft, finding the point I had gone off the rails and fixing things until finally I could get the train drafting moving once again.  Of course, even after all that, I would still go back to the beginning again, once I had hit then end, for revisions were where I found the book out of the mass of stuff I had gotten down by the seat of my writerly pants.  It was usually for four or five more drafts.  Grueling, exhausting work. 

    This time, however, staring at the choked up, broken manuscript before me, I had had enough.  I decided I wanted to be one of those people who planned their book: to heck with this pantsing crap. I wanted to write a draft that hung together the first time through.  I wanted this whole novel writing thing to be easier.

    In deciding this, however, I realized I had no idea how to proceed.  It’s one thing to say, “I want an entirely new way to do this,” and quite another to actually know what that new way is.  So, I did what any avid reader does when trying to figure anything out: I went to the library.  I checked out a giant stack of books–anything about writing fiction, or writers talking about their work, or editors talking about their writers.  I read it all. 

    In the process, I might have figured out how those outliners do it.

    Pantsing, for me anyway, involves figuring everything out in the draft.  Following your nose, your characters, your muse, your whim, and learning about your story as you go, often right along with your protagonist.  I had previously given up on outlining (multiple times) because, how can you outline what you don’t know, and how can you know if you haven’t written it yet?

    I found one solution to this in Alan Watts’s The 90 Day Novel.  In a word, free-writing.  In fact, 30 days of his 90 are spent just making stuff up, fooling around, free-writing without intending to keep a word of it, all using Watt’s copious question prompts about your story, your protagonist, or your antagonist, whenever you need to, to prime the pump.

    So I tried it.  And after 30 days, I knew a ton about my story I hadn’t already figured out—even though I had already written 100 pages of a draft.  (A draft that was riddled with problems, and now I could see what the pieces were.)  Basically, inquiring into the story and characters, and fooling around in longhand to find answers, brought many insights, including flashes of scenes, scraps of dialogue, the voices of the characters coming to life, new ideas….

    At some point I started listing these flashes out.  That is, any time I actually saw a scene-let from my novel spring to life in my head, I wrote it down.  I got an out-of-order laundry list this way of bits and pieces of the book-to-be, and I kept adding to it as the 30 days progressed.  Until one day I realized that two or three of those scene-lets could come together and become a true scene.  And that this bit ought to go in front of that bit–the beginnings of a plot!  Basically, the list started organizing itself as I figured out more about the story through those free-writes.  Magic.

    Watts also makes use of a three-act structure and slotting my proto-scenes and full scenes (as I found them) into his structure helped me see where there were holes…which brought more questions and more inquiry, which brought more free-writing, free-wheeling, answers.  I think any structure could work for this step: a romance structure, a puzzle structure, a plot-coupon epic, a coming of age story, whatever you know and love and want to use. 

    So, the laundry list, the scene list sequence, and then playing with that scene list within a structure template, these were the three steps that took me from a mass of free-written, stream of consciousness stuff, to a pretty clear idea of the arc of the story, beginning, middle, and end.  With lots of information along the way.

    At this point, I was at the end of Watts’s 30 days, the point at which he starts to draft in earnest….but I still wanted more than a laundry list of scenes, even an organized one.  I wanted a tighter sense of the thing.  I wanted less WORK and flailing about as I wrote.  So I took a page from Holly Lisle’s technique–a very similar one, I have learned, to a technique in Victoria Schmidt’s book, Book in a Month, that she supposedly got from Nora Roberts, and on it goes.  What you do is you take an index card for each scene and write a single sentence on it that sums up that scene.  The sentence includes five parts: [A protagonist with a need][in conflict with][an antagonist with a need][in an interesting setting][with a twist].  If you’ve got all five of those parts for each and every scene, you’re going to have tight scenes that move the story along, with no dangling bits or wandering (re: getting lost). 

    I took the “twist” part of that formula and read it to be similar to a central idea in Robert McKee’s book, Story, something he calls the Turn.  Basically, your character walks into a scene expecting X and the general energy charge of the scene is either postive + ish, or negative – ish.  Then something happens, or something is revealed, that changes all that, turns those expectations upside down.  That’s the Turn.  Whatever the charge was to begin with, it is now very different, either much further than it was (really + or really -) or the opposite charge altogether.  If a scene doesn’t have a Turn, it isn’t a scene.  If the charge doesn’t change, you get a monotony in your manuscript.

    All right.  I took my scene list and converted it into Sentence-per-Scenes on index cards, making sure each sentence had all 5 components, more or less, especially including the Turn.  Surprise, there were 28 scenes in this novel.  How about that?

    If I wrote 28 cards-worth of material, I’d have a complete novel draft.  It seems so doable, when it’s put like that.

    But I wasn’t done yet.  I remembered a blog post I had read a while back about increase productivity–and remember, this whole experiment was to see if I could make novel writing an easier, more streamlined process.  Maybe I would fail, maybe writing novels for me was always going to be guts and angst, but I wanted to see what was possible.  I mean, why not, right?  So I went and found that post, a post on Rachel Aaron’s blog, called How I Went from Writing 2000 Words a Day to 10000 Words a Day.  (http://thisblogisaploy.blogspot.ca/2011/06/how-i-went-from-writing-2000-words-day.html  )  One of her primary tricks was to figure out what you were going to write for five or ten minutes–just fool around long hand on a page or two, before you start drafting until the scene is clear in your mind before you start drafting.  It was sort of like Alan Watts’s 30 days of free-writing, in miniature. 

    I also remembered another writer, Laurel Amberdine, talking about her trick of priming the pump for a scene with a sort of cheat sheet she had invented, a list of things she wanted to be sure to hit in each scene–not as a checklist, but as more writing prompts to help her find the details of the scene before drafting.  I went looking for that in our writer’s group threads, merged it with John Brown’s take on that same list, and then added on some questions from McKee’s Story, and I came up with my own prompt-sheet, designed for 10-15 minutes of pre-writing before starting each of my 28 scene cards.  Here it is:

    One Sentence Description:

    Problem:  What does the main character want in this scene?

    What persons or forces stand in the way?  What do they want?

    Value:  What is the value at stake?

    Describe the charge, positive or negative, for the main character as the scene opens.
    Described the value charge as the scene closes.

    Turning Point:  When does a gap open between expectation and result?  Describe it.

    Beat Pattern:  Comment on any of the action/reaction exchanges that may occur.

    WHERE ARE WE?
    – Fun, cool, weird, odd, particular details, surprises for reader
    – Time, weather, etc.
    – Background or world building details?

    WHO IS HERE?
    – What’s the situation for each character?
    – Who is driving this scene?
    – What is his/her concrete objective?
    – What does each of the others want (motive)?
    – Fun & cool stuff?  Surprises for reader?

    WHAT STORY LINES WILL HAVE BEATS HERE?
    – Progress or trouble?
    – Points of conflict?
    – Obstacles?
    -TURN

    Opening/transition:
    Current Situation:
    Setting, and significant details:
    Next big crisis:
    Turn:
    Background/worldbuilding details:
    Desired effect in reader:
    Events:
    Emotions:
    Character’s unique reactions:
    Ending hook:

    Print one of these out, read my scene card, and start fooling around with the prompts.  By the time the page was filled up, the scene was clear in my mind, often with dialogue written, emotional beats I wanted to hit, and most importantly, the Point of it all, that Turn.  Not to mention foreshadowing, setting goodies, backstory bits I needed to get in, all of it on a single, handy page.

    Of course, at this point I had about a half-dozen different writer’s processes rolled together into a giant mash-up that was sure to do me in with sheer weight and complexity.  But so what–this was in the name of Science!  Throw everything against the wall and see what sticks!

    With card #1, built off the bones of my 30 days of free-writing, and my filled up, front and back, worksheet (took about fifteen minutes), I banged out the first scene chapter, 6000 words, in about 3 hours.  That’s double my usual top speed of 1000 words an hour, but who’s counting?  The main thing: it was perfectly painless.

    My scene card #2 was written similarly in record time, the words flowing easily, no staring into space or getting lost, just smooth, lovely writing.

    Plus, I wasn’t at all having the feared, “why write it if you know what’s going to happen?” thing that so many pantsers cite as their reason for not outlining.  On the contrary, I was very excited about each scene because I knew just what was so cool about it, where the juice was coming and why, and I was psyched to get in there and make it as awesome as I knew it could be. 

    In other words, I could focus on the HOW because the WHAT had already been determined.

    I won’t know, of course, until I finish card #28 whether the process will really work. And I REALLY won’t know until I do a revision pass on the complete draft to see if what I’ve got is any good.  So think of this post as a progress report from the trenches.  I’m up to scene card 6 so far, 16,000 words in, and its still going well, easy writing sessions at double my usual speed and no flailing. 

    Too soon to tell, but tentative conclusion…maybe a pantser really can become a plotter?

    John Sez

    Isn’t that absolutely fantastic?

    By simply taking some time to freewrite, which is just another term for sketching, she has been able (so far) to take out a ton of pain AND increase her word count. And increase it dramatically. So let’s see again how she does it.

    Step 1: Sketch the story using questions as prompts

    1. Sketched using inquiry and freewriting a la Alan Watt’s The 90-Day Novel. Among many other things, that pre-draft development generated a number of scenes and scene snippets. (Hum, “inquiry” and “freewriting”; why, they’re just another form of creative Q&A. That dang creative Q&A is popping up everywhere!)
    2. Kept a list of the scenes she saw.
    3. Sequenced the list in a this-before-that order.

    Step 2: Create a working outline

    1. Maya compared what she had to a structure pattern that and tried to fill in any gaps using more inquiry and freewrite.
    2. (I’m a big believer in patterns, not formulas.)

    Step 3: Sketch the scenes

    1. Next, she sketched out each scene on her list using her own version of the Holly Lisle/Victoria Schmidt/Nora Roberts technique. 
    2. Her sketches had 5 parts: [A protagonist with a need][in conflict with][an antagonist with a need][in an interesting setting][with a twist]

    Step 4: Draft

    1. She was now ready to begin drafting, but does one more sketch before she writes each scene.  She uses her own version of the Amberdine “Template,” which I call the “Scene Primer” and Maya calls a “prompt-sheet,” which helps her (a la Rachel Aaron) to envision the scene more clearly.  So does this for about 15 minutes at the beginning of her drafting session.  
    2. She starts to draft, full of excitement, and feeling free to focus on the how instead of so much on the what.

    Note all of the sketching. Note the creative Q&A. Note the developing in iterations. Did you also see her comments on the helpfulness of using a plot pattern?

    I remember when I first started doing this and feeling the same way–I can focus on the how! It’s so liberating! The writing became more of a pleasure. And I never stopped inventing. Because even though I’ve sketched a lot out, things change when you do the next take. It always does.

    I cannot wait to see how this experiment of hers turns out. I think she’ll run into a few snags but find it’s a much more productive method. We shall see.

    We shall also see if I can’t improve my productivity and pleasure because while this is generally how I work, I haven’t used the Lisle card prompts. Nor have I read Watt’s book. Which means it looks like I’m going to be performing an expirement of my own. And it couldn’t come at a better time. I’ll be done with BAD PENNY here in just a few weeks. And it will be time to start another novel. I can’t wait to try these new tools.

    For more in this series, see How to Get and Develop Story Ideas

    P.S. Look at the cover of Maya’s latest novel. I think it’s gorgeous.

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    Your local zombie author appears on Writing Excuses, Plus the Writing Debrief explained

    After a cancerous death, I appeared on Writing Excuses this week to groan and hold forth with the guys on writing second novels and second books in a series.

    During the podcast I talked about my practice of debriefing after every writing project. A reader just asked what that was, and so I thought I’d explain it here.

    The debrief is a simple thing. I learned it back when I worked as a business consultant. It always provides great insights. Sometimes  it provides massive insights. The principle is to pull back and look at the big picture every once in a while. So here’s what I do. When I finish a project, I sit down and simply list out what I struggled with, what went well, and anything I learned. I list out things I’d do again that worked particularly well and things I’d do differently. This might be about craft or process. Sometimes I might take some time to reflect on the nature of story and read a favorite book about the craft or perform a story analysis on another movie or book. Then I write up my insights in a form that I can read later and know what the heck I’m talking about. This can take a few hours or a few days. This last debrief after draft 3 of CURSE coincided with my preparation for a day-long workshop I had agreed to give on story, and so the insights came thick and fast. I recommend the practice highly.

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  • Work hard for 45 minutes, then take a break

    My first semester in college I earned a GPA of, ta dum, 0.68.  How do you earn such amazing grades? Well, I’ll tell you: the super secret strategy is to get an F in everything except ballroom dance. In that you get an A.

    I couldn’t squeeze any juice out of my textbooks, but I sure could fox trot.

    And I wasn’t partying. Dope and beer bongs were never for me. I wasn’t skipping class. I was lugging this huge valise around with every textbook I had. I think it weighed something like forty pounds. I was stitting in classes looking studious and taking notes. Well, except for physics which started early. 7:30 a.m. if I recall. What kind of a nut job takes a class at 7:30 a.m.? I did. I tried really hard to stay awake. I know I saw the professor shoot a gorilla with a tennis ball once. But the rest of the time I was in la la land catching z’s.

    A 0.68, and I was in the honors program.

    Obviously, I didn’t know how to go about learning. I’m glad the university didn’t give up on me. They put me on probation and told me I had to take a class on studying. A class on how to take the reponsibility for learning into my own tentacles. A class that shared techniques that actually helped.

    One of the techniques was taking breaks. You were to work hard for 30 or 45 or 50 minutes and then take a break. Why? Well, because studies had shown that someone who, for example, was going to study for two hours could learn more by taking a ten or fifteen minute break in the middle than someone who worked the whole two hours.   Spending more time on studying actually meant you learned less.

    I’ve found this method applies to more than just reading textbooks.  It also applies to writing. My practice is to set a time for 45-50 minutes. My goal is to write as hard and fast during that period as I can. To be totally focused on the task at hand. And then, when the timer dings, to literally get up out of my chair, walk about, and take a break. Then come back at the top of the next hour and start another 45 minute session.

    But I’m not the only one doing this. A lot of folks use this method. Author Annie Bellet writes about her use of it in The Quest for Productivity and shares some of the reasons why it helps her. Read what she says there. If you haven’t done a 45/15 or 48/12 session, give it a go. See if you don’t actually get more done in less time.

    Oh, btw, as for my grades, not only did I NOT drop out (or get kicked out) and become a hobo living in a trailer by the river, I ended up getting a 3.8 in my masters of accounting program. I think it’s safe to say I figured that school thing out. 🙂

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    Awful Intent Update: The power of having the electric ladies read to you

    Everyone says you cannot copyedit your own work.

    You’re an idiot if you try.

    Because you’re mind auto-corrects eorrs, and fills in missing punctuation or words like “of” “the” and “a”.  And often doesn’t care or know the house rules for capitalization. Etc.

    (Did you catch all the errors in that paragraph?)

    Except the brains of copy editors play this trick as well. That’s why some read the manuscript backward and others use arcane WordText code to suss out issues. And some change the font face. And some make multiple passes over a section, looking for dialogue issues the first time through, capitalization the next, and something else the third time. And despite all their work, you still find errors in the text.

    I’m not saying editors aren’t any good. I’m just saying that our brains, for the most part, don’t care about the details. They just care about the communication, and they’re very good at ignoring the rubbish. And when it’s just the brain and the eye working together, the brain makes sense of the text, even when something’s wrong or missing.

    So one trick to force the brain to see what’s actually on the page is to read your text out loud to yourself. It’s an excellent practice, except a human brain is still involved, and it sometimes still plays tricks. And sometimes we get lazy and start to read too quickly, and the next thing you know we’re subvocalizing and whipping along, missing all sorts of stuff.

    So what can you do?

    Well, a few book releases ago, I stumbled onto something. I invited an electric lady to help. And she was dynamite. (You can invite a man if you prefer the sound of those voices.)

    I’m talking about inviting your computer to read aloud every word of your manuscript to you. And highlight the words as it goes.

    I can tell you I’m never going back. These ladies have simply helped me see too many errors that were invisible to me and my beta readers who had editorial chops.

    I use WordTalk, a free plugin for Microsoft Word for this kind of reading. The University of Edinburgh created it to help kids learn how to read. It allows you to select from the text-to-speech voices you have on your computer, set the reading rate, and it highlights the word it’s reading so you immediately see where the error is.

    I set it at a slightly faster reading speed so my mind cannot wander during the reading and use the quick keys so I can start and stop and make my edits easily. And I always, always, always have my electric friend re-read any fixes I make because I can’t tell you how many times I’ve adjusted a sentence or paragraph and introduced more errors that I didn’t see, even though they were staring me in the face.

    I must admit that the electric ladies can’t do everything. Having them read to you cannot help you spot errors you don’t know are errors in the first place. If you don’t know, for example, the conventions for capitalization of personal titles or the conventions for numbers (is it a “.44mm” gun or “forty-four millimeter”?) If you don’t have your own house rules for the many areas where you have a choice like in an epic fantasy (do you use “Dreadman” or “dreadman”?) If you don’t know any of that, you’ll blithely skip over a host of errors and only see the issues you know like the misuses of “rise” and “raise” or “lie” and “lay.”

    So you have to learn the conventions or find someone who does (an editor). Or both.

    Also, doing this type of reading will not help you see if what you’ve written is actually translating the scene in your head clearly and vividly to the page for someone new to your story. Only a fresh set of eyes can tell you where your story isn’t clear, believable, or interesting (at least to that one reader).

    But for helping you spot the issues you do know, I haven’t found anything better. Give it a try.

    Oh, and the update on Awful Intent–Zira and I are almost finished with the copy edit! Which means the release is only days away.

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