Showing posts with label creative writing. Show all posts
Showing posts with label creative writing. Show all posts

You and Your Imagination!

"You and Your Imagination!" These were familiar words when I was growing up, and they weren't meant as a complement.

Yet a good imagination is vital for a writer.
Recently someone said to me, "I wish I could write like you, but I don't have any imagination." 

I looked at her for a moment, then asked, "When you cross the road, do you remember to look both ways?"

She looked baffled. "Of course. Why?"

I could see she just didn't get it. But you see, if she didn't have any imagination, she surely wouldn't check the road for other cars. Why would she? She looks out for the traffic because she imagines what would happen if she didn't.

I did a search of a number of online dictionaries for a definition of the word, "imagination" so I could quote it for you and found something interesting. They all used the identical wording.

1. the formation of a mental image of something that is not perceived as real and is not present to the senses
 2. the ability to form mental images of things or events
 3. the ability to deal resourcefully with unusual problems

The same words were used each time. This tells me two things:

1.  It is probably a good definition.

2.  The writers of the dictionaries are somewhat lacking in imagination.

Going back to my original illustration .  . . The lady concerned could imagine how a car might hit her if she stepped into the traffic. If I had spent longer with her and asked her more questions, I'm sure she could have described the sound of the brakes as the driver tried to stop the car before it hit her. She would tell me about the thud as the car slammed into her. She could have pictured the crowd gathering, heard the sound of the ambulance and felt the terror that came as she realised she had no identity with her.

That's imagination, friend. You see, hear and experience images that are not real. You form mental images of events that aren't really happening. You deal resourcefully with unusual problems. After all, you're not limited by your physical abilities! 

Interestingly, if you spend time imagining a scenario, it will start to feel real. So much so that it can increase your heartbeat or bring tears to your eyes. Try this right now. 

Read this through, then stop reading, and follow my suggestion. Imagine your favourite chocolate bar--or fruit if you're not able to eat chocolate. See yourself handling the object. Bring it to your nose and smell it.

Don't rush.

Mmmm. The smell of dark creamy chocolate. Nothing like it. Or the rich tingling fragrance of a ripe orange.

See yourself peeling off the paper or skin. Break off a piece. Slip it into your mouth and suck gently. . . okay. Stop reading, and spend a minute or two doing this exercise. 

Are you back? Did you try it? Now tell me honestly. Don't you long for some chocolate? Or an orange? Or whatever you imagined? Does your mouth perhaps have extra saliva from the anticipation? Are you heading for the store or the fridge as soon as you've finished reading?

Your writing will come alive when you use your imagination. Don't just write from your head—write from the heart. Put yourself in the scene you're describing and let yourself go. In no time, you'll find yourself experiencing the emotions of your characters, and you'll have a new ability to write what you're seeing . . . in your imagination. 

If your story is slowing down, throw a problem or a crisis at your characters, then put yourself in their skins. Now allow your imagination to react, not as you think they should, but as if you were them. As you capture your feelings on paper or screen, you will find you can't get the words down quickly enough. 

Are you struggling to describe a scene accurately? Stop writing. Close your eyes and create the picture in your mind. Place the people where you have them in your story. Now start the action--and see what your characters show you. Allow yourself to go with the flow. Then write it down.

Are you writing non-fiction? The same technique helps. Close your eyes for a moment and conjure up the scene or situation in your mind before you put your message into words.

Are you writing about bereavement? Let your imagination show you a situation where you were involved with the loss of a loved one. How did you feel? What do you have to share with your reader?

Writing without the use of your imagination is going to be stilted and sterile. Your characters will seem to be cut from cardboard, and your advice will lack empathy.

One more thing before you go. What are you having for supper tonight? Can you imagine it? What does it look like? How does it smell? Most important, can you taste it? Is it chewy? Tough? Juicy? Now tell us what you just had to eat.



SHIRLEY CORDER lives near the coast in South Africa with her husband Rob. She is author of Strength Renewed: Meditations for your Journey through Breast Cancer, available now for pre-order at  Amazon.com or at Barnes & Noble (B&N.com), and contributing author to nine other books. You can contact Shirley through her writing website, her Rise and Soar site for encouraging those on the cancer journey, or follow her on Twitter or Facebook. 



Young Adult Author Visits

To foster instant creativity with the young adult age group you must give them activities that assure success without the pressure of judgment or harsh criticism. Just like the little ones they love games and short writing exercises.





RANDOM WORD CHALLENGE

Give each student ten random words, with one bonus word. Use each word to write an original poem or short story (flash fiction—one page or less in length) and then share each with each another.




1)      Give each student this list of words and sample poem.

1.      Window
2.      Atlas
3.      Wire
4.      Opaque
5.      Casserole
6.      Figurine
7.      Thistle
8.      Storage
9.      Chink
10.  hackney
Plus: snorkel
Example of a poem:
Gazing out the grubby window
At the opaque day,
I strain to see a reflection
the figurine staring back at me.
This is a hackneyed life wrapped
and trapped in wire?
  1. Be sure to leave time to analyze the words on the list themselves. What do students notice about the words on the list? What parts of speech–noun, verb, adjective–are they? What makes a “good”/creative/juicy/inspiring word for such an exercise?
  2. Have kids choose 5 words to use in an original poem. You can ask them to slant the poem toward your book in some way.
  3. Give them 5-10 minutes.
  4. Ask for volunteers to read their poem.
  5. What have they learned about writing and poetry from this lesson?
  6. Another approach is to put them in small groups to work on the poem together.
PLAYING WITH LANGUAGE
  1. Warm students up by asking what they thought about your reading excerpt: What did they like about it? What was it about? Follow up with “why” questions, and ask that students support their answers with specific words and phrases from the story. Write their thoughts on the chalkboard.
  2. Give each student a handout with a story excerpt that covers the topic or topics you are covering.
  3. Segue into questions that are more directly about the aspect of playing with language on which you want to focus (action words, dialogue, metaphors, etc). How does the author use specific words?
Action words: Underline specific word choices that bring the action to life. Describe how the imagery is crafted by action words?

Dialogue: Identify the characters in the story excerpt: their roles, status, age and relationship to each other. Discuss how the writer plays with the characters’ dialogue (distinct tone and word choices) to reveal information about each character.
4.      Write a poem or short story in which you play with language in the manner of one of the author’s discussion.
Metaphors: Underline the metaphors in the passage. Why does it work or not work for you?
5.      With their answers on the board, ask some synthesizing questions: What have they learned about playing with language from this lesson? How might they experiment with specific word choices and meanings in their own writing, in your class and in others they might be taking that semester?
BOARD GAMES

Directions:  Give students a heads up about the board game they will be playing after your reading. Use index cards to create game cards with questions about your book on one side and the answers on the other side.  Print game boards on card stock paper. Break the group up into groups of 4 or 5 students. You can use buttons as player pieces.

Roll die to see who goes first. Others follow in a clockwise direction. They roll the die, take a card, answer the question correctly and move the number of dots on ONE die.  First player to reach the end of the game wins.  Continue playing to find out who comes in second, third, and fourth place.

CREATE A MAP OF A NEW WORLD
Draw the map of an island on a crinkled up paper bag.  This will show that the map is old. 
Now add some features like mountains, caves, volcanoes, rivers, swamps, or lakes.  (This is a great way to give your kids a geography lesson!)  How about adding an old, deserted pirate town?   Remember that islands don't have to be tropical.  There are also rocky islands, jungle islands, and since this is an imaginary story, how about rainbow islands, candy islands, islands made of toys, or any combination of elements you want.
Decide who lives on the island. Maybe it’s a clan of long-lost Vikings, rock people, wacky animals, or talking birds.

Finally, start the story by bringing to the island a main character or two. What would happen when two kids get shipwrecked there, or a time-traveler shows up?  They need to have a goal as well.  It could be as simple as trying to get home, or finding an object that's needed to save the world.
Because you have a picture of your island it is easy to create a plot as your characters move from one part of the island to the other.  Create a problem to overcome at each feature.
BIO POEM
Line1: Your first name
Line 2: Who is...(Descriptive words that describe you)
Line 3: Who is brother or sister of...
Line 4: Who loves...(three ideas or preople)
Line 5: Who feels...(three ideas )
Line 6: Who needs...(three ideas)
Line 7: Who gives...(three ideas)
Line 8: Who fears...(three ideas)
Line 9: Who would like to see...
Line 10: Who shares...
Line 11: Who is...
Line 12: Who is a resident of...
Line 13: Your last name

Example Bio-Poem
Allison Nicole

Creative, intelligent, fun, responsible, self-disciplined, and enthusiastic

Sister of Meghan Darby, Melinda, Chris and Harrison
Loves to create art, make up plays and commercials, ride Daddy's Harley, and run track
Who needs the telephone, her hair brush, macaroni and cheese, her friends and family

Who gives her MeMaw much joy, her father and mother much pride; brother and sister love
Who feels joy with her friends, creating art work, running, watching movies and eating

Who fears going from one room to another, not doing well on tests, zits and coming in last

Who would like to own a Harley, win the 880, see her room neat and tidy, win the lottery

Who shares her secrets, her worries, and her love with MeMaw

Who is an honor roll student, a typical 13-year old, a friend to Amber, Melissa and Christy

Who is a resident of Jacksonville, Florida

Chase
~~~~~
Author/educator Kathy Stemke

Trouble on Earth Day Book Tour:

Eighth Day of Trouble on earth Day Book Tour
http://slowandsteadywriters.blogspot.com/2012/04/earth-day.html

Seventh Day of Trouble on Earth Day Book Tour:

FREE EARTH DAY CARD FOR KIDS
FREE EARTH DAY CARD FOR ADULTS
http://educationtipster.blogspot.com/2012/03/get-your-free-earth-day-card-for-kids.html

Sixth Day of Trouble on Earth Day Book Tour-book Review
http://familiesmatter2us.blogspot.com/2012/03/book-review-trouble-on-earth-day.html
Fifth Day of Trouble on Earth Day Tour- Book Review
http://terri-forehand.blogspot.com/2012/03/book-review-trouble-on-earth-day.html
Fourth day of Trouble on Earth Day Tour- Fun Squirrel Facts 
http://hookkidsonreading.blogspot.com/2012/03/it-is-my-great-pleasure-to-welcome.html
Visit third day of Trouble on Earth Day Book Tour
http://gritsandgroceries.blogspot.com/2012/03/day-three-trouble-on-earth-day-book.html

Please Visit the Second Day of my book Tour for Trouble on Earth Day http://barbarabockman.wordpress.com/2012/03/26/review-of-kathy-stemkes-pb-trouble-on-earth-day/
Celebrate Earth Day with Pictures First day of book tour for Trouble on Earth Day
http://susannedrazic.blogspot.com/2012/03/celebrate-earth-day-with-pictures.html

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Write for Your Audience Vs. Write for Yourself

By Carolyn Howard-Johnson, multi award-winning novelist, poet and author of how-to books for writers

I recently read an article/editorial from Jeff Rivers, the founder of  How to Write a Query Letter.com in Dan Poynter’s newsletter. It was titled “What I Learned from Janet Evanovich: Write for your Audience.”

It is hard to argue with experts like Jeff and Janet. But I do disagree-or at least mostly disagree. Certainly authors like Evanovich and James Patterson have done very well for themselves and for their readers by “Writing for Your Audience.” I do a bit of acting and learned that new actors should learn to give to the director not what they he or she wants, but to give of themselves—to give what they feel is best to give. But life has thrown me mixed messages. When I was a retailer, I certainly learned that one couldn’t “buy for oneself” when it came to selecting merchandise for my store. When I did, I very often brought whatever I bought home because my customers wouldn’t buy it.

But back to writing!

That same balanced note is a good one for writers to follow, too. Certainly, they must keep their audience in mind. As an example, they must trust their audience to be readers. They, after all, have been reading their whole lives. So we authors don’t want to insult them.

And certainly authors of nonfiction books should do some research before writing the same book someone else has written. There are probably many other aspects of “Write for your Audience” that I haven’t covered here.

Still, there is another side of the coin and here it is:

When you write for yourself, your audience will follow. Do not mistake this for advice that writers go off willy-nilly with no training in craft, no awareness of rules (which we may then choose to break). But we must love what we do to be successful. Find your voice and your passion. Keep at it. Market it. And your audience will find you.

I’m an eternal optimist. I believe we can balance the two philosophies. But I also see some real danger for the author who denies his or her dream and considers only what he figures someone else wants of him.

~Carolyn Howard-Johnson is a multi award-winning writer of fiction and poetry as well as the author of the much-applauded HowToDoItFrugally series of books—one series for writers and one for retailers. Learn more at www.howtodoitfrugally.com.  And learn her secrets for marketing what you love to write in the second edtion of The Frugal Book Promoter.

THE WILD SOCCER BUNCH, KEVIN THE STAR STRIKER



Title: The Wild Soccer Bunch, Kevin the Star Striker
Ages: Middle Grade
Author: Joachim Masannek
Illustrator: Jan Brick
Hardback: 145 pgs
Publisher: Sole Books
Publication Date: 2010, Wild Soccer USA, Inc.
ISBN-13: 978-0-9844257-0-9
Reviewed by Kathy Stemke

Kevin, the star striker, grabs your attention immediately with his action packed description of each member of the Wild Bunch. The action continues with down to earth dialogue as we experience their passionate love and devotion to the game of soccer. With the birth of spring, each unique personality must overcome many obstacles just to get to the soccer field.

When they finally manage to get to the field, they find themselves surrounded by Mickey the bulldozer and his gang, the Unbeatables. This older, bigger, and meaner gang has taken over the field.

Kevin explains, “He (Mickey the bulldozer) stomped across the wet field; his every step turned the muddy water into steam. The ground shook. So did his flabby paunch. But underneath all that fat were iron muscles and a black heart.”
Instead of running, the Wild Bunch stands their ground and challenges the Unbeatables to the most important game of their lives. The winner takes back the field.

When they turn to Larry, the alcoholic lemonade guy and ask for help, they are in for a few surprises. The Wild Bunch learns many life lessons about teamwork and perseverance from their new coach. Their struggles and hard work also improve their soccer skills. With some unexpected twists and turns in the story, you’ll wonder until the end if this bunch has the stuff to win.

As a retired teacher, who has taught many reluctant readers, I highly recommend this inspiring book. The fast paced action and gritty dialogue that flows through every chapter will captivate boys everywhere. Readers will find themselves rooting for these average boys who become super heroes by their sheer determination to win.

CREATE A SOCCER SHAPE POEM

Create the words for your poem below! Write whatever words come into your mind for each of the three words below. I'll give some examples.

Soccer (nouns): speed, game, friends, skill, Wild Bunch, ball,

Descriptive words (Adjectives): fun, fast, rugged, zoom,

Rhyming words: breed, fame, trends, kill, tall, call, sun, last, blast, boom,

CREATE YOUR POEM

Use some of the words above to create a shape poem in the soccer ball. Remember your words can flow anywhere in the shape, but make sure readers can follow your poem. You don't need to use all the words. Have fun!




Kathy's websites:

Moving Through all Seven Days link:
http://www.lulu.com/shop/kathy-ann-stemke/moving-through-all-seven-days/ebook/product-5251681.html


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