Monday, April 11, 2011

Mentor Monday: Voice, part 3


In the two previous installments of this series we looked at the voice of our characters and the voice of the narrator. The final and perhaps most difficult “voice” to analyze is the author’s voice.

Just as each of us has our own unique “voiceprint,” such that those who know us recognize our voices whether we are talking in our stern mother voice, our cooing over the kittens voice, or our ever-so-serious –and-staid conversation with the principal voice, so too our author’s voices will eventually have a consistency that will be recognizable in all our work. I say “eventually” because it’s not uncommon to hear an editor (or even a critic) say that the author “hasn’t found her voice yet,” by which they mean that they somehow don’t find anything distinctive or distinguishing in the author’s work.

 One interesting exercise for studying an author’s voice is to choose a much-published author: Jane Yolen, say, or Margaret Wise Brown, and compare books from the early and middle parts of their career with their more recent works. Keeping in mind that most authors work for many years developing and polishing their voice before they ever sell the first book, it is still possible to see changes in the author’s voice as the years go by – maybe a shift to shorter sentences or simpler words, maybe a familiar rhythm in the later books that is absent in the earlier ones, possibly just a hint of confidence early on that becomes more solid over time, or, as with someone like Dr. Seuss, a hint of silliness that became increasingly bizarre. Another interesting exercise is to compare books by the same writer under different noms de plume and see if you can find places where the “real” voice shines through, while noting how the writer has deliberately chosen one voice or another depending on the “author.”

The author’s voice is part style: complex or simple sentences, fast-paced or leisurely prose. Compare Dickens and Hemingway; you could never mistake the work of one for that of the other. It’s part vocabulary; not simply whether you tend to esoteric words or prefer plain ones, but the frequency of particular words and phrases which you use, unconsciously, probably in your conversation as well as your writing.

More importantly, the author’s voice grows out of her worldview. Some of us are congenitally optimistic. Others take a darker view. Some of us are intensely influenced by our environments. Some have an intuitive connection with animals. Others are acute observers of character. Some see magic in the everyday, some are stolidly convinced that even the most mysterious phenomena must have a natural cause. A quirky sense of humor, a deep abiding faith, a cynical eye: all these traits will shape our writing, no matter the subject matter, or even if the work is fiction or non-fiction.

A mature authorial voice is authoritative and consistent. It is steady and even, humming along below the melody and harmony of the work, like the drone of a bagpipe. It resonates with a reader (or not: just as some readers will devour everything by a particular author, others will avoid certain writers no matter the subject of a work).


Because the author’s voice is the expression of his personality, it is difficult, perhaps even dangerous, to try to intentionally develop your “voice.” It is too easy to imitate the voice of authors you admire, and too likely that if you concentrate on your author’s voice you will wind up sounded affected and artificial, instead of letting your natural voice shine through. So the “exercise” for this third meaning of “voice” in writing is simply: keep writing. Write passionately, write obsessively, write consistently, and over time, over thousands of words chosen, placed and polished, your voice will emerge.

Friday, April 8, 2011

Poetry Friday: Memories

I had a third grade teacher who made us (gasp!) memorize poems. This was one of my favorites. When you’re 9, what’s not to love? It was like a luscious tongue twister and we were so proud of ourselves when we were able to get through it perfectly. Just a note: it’s more fun if you read it out loud. Eletelephony by Laura Elizabeth Richards Once there was an elephant, Who tried to use the telephant— No! no! I mean an elephone Who tried to use the telephone— (Dear me! I am not certain quite That even now I've got it right.) Howe'er it was, he got his trunk Entangled in the telephunk; The more he tried to get it free, The louder buzzed the telephee— (I fear I'd better drop the song Of elephop and telephong!) Head over to http://www.madiganreads.com/ for more great Friday poems.

Wednesday, April 6, 2011

Women (Young People) of Wednesday

I come from a generation that was privileged to hear wonderful speakers. By their words alone they were able to engage, encourage, and empower large groups of people. At age 11 I heard one man say “…ask not what your country can do for you—ask what you can do for your country.” When I was 13, another man proclaimed “I have a dream.” At 19, I stayed awake until the early hours of July 20th to hear a third man announce “One small step for [a] man; one giant leap for mankind” as he took the very first walk on the moon. I often told my children that I did not think they’d had the good fortune of being inspired by such imposing words. In a way, I was right, but that’s because I failed to understand that words don’t have to be spoken to be powerful. I didn’t realize that it would be different kinds of words--short cryptic lines sent through cyberspace--that would engage, encourage, and empower this generation. The Write Sisters usually devote Wednesdays to honor women and their stories of accomplishment. But today is April 6th. It is the 3rd anniversary of the founding of the April 6 Youth Movement. If you go to the Movement’s Facebook page you will learn where to find them: Office: Every place in Egypt Location: Everywhere Those two lines say it all. The young people united in cyberspace have used their words to launch change. Perhaps this generation will not have a bunch of quotes to repeat and remember. Words sent through the internet are not meant to be held down, but they are just as powerful in their somewhat ethereal existence. They have inspired international change in an unpredictable way. Other, similar, cyber youth movements have followed their lead. We are all amazed at the events occurring in Egypt, Tunisia, Libya, and Morocco. So, happy anniversary April 6 Youth Movement. I’ll be waiting to “hear” what else you have to say.

Monday, April 4, 2011

What Can Writers Learn from Three Puerile Porkers and Lupus Magnus Malus?

We repeatedly urge beginning writers to read, read, read the types of books they want to write. This study never ends. Studying the masters should include traditional folk and fairy tales. These stories continue to exist and be read for one reason: they work.

What sorts of things occur in these stories that should also be happening in your stories? Start with a simple tale: The Three Little Pigs. The first written version of TTLP appeared in the early 1800s. For nearly 200 years we’ve been reading, watching, and listening to variations of it in book and cartoon and movie form.


Here are a few things I think we can learn from it:


Simplicity is key. One should be able to summarize a story’s universal theme in one sentence. “A mother sends her three sons out into the world to make their fortune— knowing the dangers that lurk there.


Names matter. The protagonists are Little Pigs, not just pigs. They are young and naïve. They are children. Their antagonist is Big and Bad. No confusion there. A comic book hero named Mediocreboy (as opposed to Superman) just wouldn’t work. J.K. Rowling’s “Severus Snape” gives readers a chill just by saying his name. Sssseverussss Ssssnape. Nice name for a bad guy. Sounds kinda Bronx Zoo cobra-ish, doesn’t it?


Show don’t tell. “The first little pig built a house of straw.” What do the last three words explain about the character? Straw is plentiful, light-weight, and easy to maneuver. The first little pig is impatient, doesn’t plan for the long-term, and lazy. He does what he is supposed to do but only haphazardly. An entire character has been described in one sentence that shows us how he behaves.


Triads Rule. The rule of three works like this: 2 failures and a success. Two failures add tension. They’re the reason we turn the page. The success allows the reader to breathe and cheer for the hero. More than three tries and we lose patience with the story.



Repetition is Emphasis. And, often, joyful as young readers participate:

“I’ll HUFF! And I’ll PUFF! And I’ll BLOOOOOWWWW your house in!” C’mon, admit it. You can’t read that sentence without pizzazz.


The Child Protagonist solves his Own Problem. Once Mom Pig sends the three piglets out the door, she’s never mentioned again. No helicopter moms in fairy tales. Empower the protagonist, empower the reader.


Your turn. Pick a successful story. What makes it work?

Friday, April 1, 2011

Poetry Friday: Ars Poetica -- Kicking off National Poetry Month

A poem should be palpable and mute   
As a globed fruit,

Dumb
As old medallions to the thumb,

Silent as the sleeve-worn stone
Of casement ledges where the moss has grown—

A poem should be wordless   
As the flight of birds.

                         *               

A poem should be motionless in time   
As the moon climbs,

Leaving, as the moon releases
Twig by twig the night-entangled trees,

Leaving, as the moon behind the winter leaves,   
Memory by memory the mind—

A poem should be motionless in time   
As the moon climbs.

                         *               

A poem should be equal to:
Not true.

For all the history of grief
An empty doorway and a maple leaf.

For love
The leaning grasses and two lights above the sea—

A poem should not mean   
But be. 
                       -- Archibald MacLeish


The Kick-Off is being held over at The Poem Farm. Let's party like it's April 2011!!!