Timespans and Young Children's Stories

 

 

 

 Contributed by Karen Cioffi, Children's Writer

In children’s books, especially those for toddlers through early elementary age, you’ll notice a common thread: the plots often unfold over a very short period. Sometimes a story spans a single day, or even just a couple of hours. This isn't a coincidence or a mass mistake; it’s a deliberate, developmentally appropriate storytelling strategy.

So, why do young children’s stories tend to have short time spans? And why does that technique work best for the intended audience?
 

HERE ARE 6 REASONS

1. Young Children Live in the Present
Early childhood is marked by a strong focus on the here and now. Very young children don’t yet grasp abstract concepts like "next week" or "last year" in the way adults or older kids do. 

Because of this, stories with timelines that mirror a young child’s own sense of time feel familiar and understandable.

Take “The Snowy Day” by Ezra Jack Keats as an example. The entire story takes place over one day. The plot is simple: Peter explores outside after a snowfall. He wakes up, plays outside, comes back home, and realizes snow melts, but that’s okay. The simplicity and the connection to a child’s daily rhythm are what make it work.

2. Short Timespans Fit Short Attention Spans
Preschoolers and early elementary children have shorter attention spans. A story that spans weeks or months would require multiple plot threads (lines of action that contribute to the overall story), character development over time, and more transitions. That kind of story can be too much for a child to comprehend.

Instead, stories with short time spans offer a tight, manageable narrative. 

“Where the Wild Things Are” by Maurice Sendak is a classic case. The entire story seems to take place in one evening. Mischievous Max is sent to his room, and he imagines sailing away to the land of the Wild Things, to return home “while supper was still hot.” 

It’s adventurous yet tightly contained. This allows young readers to follow the plot without getting lost, which is essential for comprehension and enjoyment.

3. Emotion and Growth Can Happen Quickly
Even in a short time, a child can go through big emotional arcs, and so can characters. In real life, a child can go from anger to sadness to joy in a matter of minutes. Children's books reflect this emotional truth.

In “Lilly’s Purple Plastic Purse” by Kevin Henkes, Lilly adores her teacher but feels betrayed when he takes away her beloved purse. All this unfolds during a single school day. Lilly goes through shame, frustration, reflection, and eventually forgiveness, all within one plot setting. This mirrors how young children process feelings, often quickly and intensely.

4. Routine Structures Create Comfort and Engagement
Many stories for young children are built around routines: getting ready for bed, going to school, visiting Grandma. These events naturally fit into short time spans and help children see themselves in the story. They recognize the sequence of events and anticipate what might come next.

“Goodnight Moon” by Margaret Wise Brown is the ultimate example of a time-bound, comforting bedtime story. The entire plot takes place as a little bunny says goodnight to everything in his room. It’s about the passage of a few quiet moments, and that’s exactly what makes it so connecting and calming for children.

5. Simpler Plots Allow for Stronger Repetition
Short time spans often go hand in hand with simple plots. That simplicity makes space for repetition, which is crucial for young learners. Repetition builds language skills, memory, and anticipation.

“If You Give a Mouse a Cookie” by Laura Numeroff features a consequential plot that loops back to the beginning. The story’s events all stem from a single action and unfold quickly, with cause-and-effect building rapidly. 

The entire story feels like it could take place in an hour, possibly two. This tightly packed, fast-moving chain of events keeps kids engaged and reinforces comprehension through predictability.

6. Visuals and Text Work Hand in Hand
In picture books and early readers, the illustrations often do as much storytelling as the words. A shorter time span allows for a clearer visual narrative, as the illustrations can stay consistent with setting, time of day, and characters’ outfits or expressions.

In “The Adventures of Planetman: The Case of the Stranded Bear” by Karen Cioffi, Thomas and his friends (environmental superheroes) spot a polar bear cub stranded on an ice block that’s heading out to sea. They jump into action to save the bear. 

Set in Churchill, Canada, the story takes place within an hour or two, and the bold and fun illustrations capture the setting, movement, and mood. This helps maintain the young reader’s attention span and helps in understanding what’s happening in the scenes. 

SUMMING IT UP

Short time spans in young children’s stories are a smart storytelling strategy. They match the developmental stage of the audience, emotional rhythms, and deliver relatable and meaningful stories in a form that’s just right for young minds.

By keeping plots close to home and close in time, authors open the door for children to not only understand a story but to see themselves in it. And that’s what children’s authors should want to accomplish.

ABOUT THE AUTHOR

 

Karen Cioffi is an award-winning children’s author, working ghostwriter, editor, and self-publishing specialist. If you’d like to learn more about writing for children or  need help with your story, visit Writing for Children with Karen Cioffi.

 

You can check out Karen’s books HERE.

Connect with Karen on SOCIAL MEDIA. 

 

Flashbacks and Information Dump

 

Contributed by Karen Cioffi, Children's Writer

If you're a storyteller, you face a constant balancing act: how to convey essential background information without disrupting the flow of the narrative. 

Flashbacks and information dumps are two commonly used writing techniques, each with its own set of benefits and pitfalls. And knowing when to use each is essential for maintaining reader engagement and story coherence.

But how do you tell the difference between them?

FLASHBACKS

When incorporated ‘the right way,’ flashbacks can provide valuable insights into a character's past experiences, motivations, and emotions. They allow readers to delve deeper into the story, bringing a broader understanding of the characters and plot. 

However, mishandled flashbacks can disrupt the story's rhythm, pulling readers out of the present action and causing confusion.

INFORMATION DUMP

Compared to flashbacks, information dump entails the straightforward delivery of background information, often through exposition or dialogue. 

While these dumps can effectively convey necessary details, they run the risk of overwhelming readers with an excessive amount of information all at once. This can lead to boredom or detachment from the story, as readers may feel immersed in facts rather than the narrative.

Another risk of this writing technique is that the information being presented can feel forced, as if it’s there just to inform the reader of something the author doesn’t think the reader will get otherwise.

Don’t underestimate your reader.

TWO STRATEGIES TO USE TO DETERMINE WHICH IS WHICH

So, how can authors determine whether a particular narrative element is a flashback or an information dump, and how can they integrate these techniques seamlessly into their storytelling?

1. First and foremost, it's essential to consider the purpose of the narrative element in question. 

Is it primarily serving to convey a character's backstory and emotional journey, or is it purely for an explanation aimed at providing essential plot details? 

If it’s to enhance the emotional journey, it's likely a flashback. If it’s to provide an explanation, it may be an information dump.

2. Next, it’s wise to pay attention to the timing and pacing of the narrative. 

Flashbacks are most effective when strategically woven into the story at moments that enhance tension, deepen characterization, or clarify current events. 

On the flip side, information dumps should be introduced sparingly and woven organically into the narrative flow to avoid overwhelming readers.

HOW TO USE THESE TECHNIQUES

Flashbacks

Crafting seamless transitions between the present story and flashback sequences is crucial for maintaining reader engagement. 

Establish clear cues:
Using cues, such as changes in tense or formatting, to signal the shift in time and place will ease the reader into the transition. In addition, ensure that each flashback serves a specific narrative purpose and advances the story in some meaningful way rather than merely providing background filler.

Dialogue:
Using dialogue, including internal dialogue, can also be a powerful tool for conveying backstory and world-building without resorting to information dumps. 

Authors can avoid the pitfalls of excessive explanations by allowing characters to reveal key details through natural conversation, keeping readers invested in the story.

Where to Place Them for the Best Effect: 
The timing of flashbacks is vital. Introduce them at moments of heightened tension or emotional significance, where they can provide context or insight into the character's current predicament. 

Avoid interrupting the flow of action with unnecessary detours into the past.

Information Dump

Balancing information download: 
Information dumps, while sometimes necessary, should be approached with caution. Rather than dumping a large amount of information all at once, sprinkle essential details throughout the story in digestible bites. 

Use a mix of exposition, dialogue, and sensory details to weave background information into the story, ensuring that it feels natural and fundamental to the story's progression.

Show, Don't Tell: 
Instead of relying solely on exposition to convey backstory, strive to show key events through vivid imagery and sensory details. 

Allow readers to experience past events alongside the characters. By engaging the reader's imagination, you can avoid the pitfalls of dry exposition and create a deeper reading experience.

Dialogue as Exposition: 
Dialogue can be a powerful tool for conveying information in a natural manner. 

Use character interactions to reveal backstory, world-building details, and character relationships. This will allow readers to gather essential information through the subtleties of conversation. 

By incorporating exposition into dialogue exchanges, you can maintain story momentum while deepening characterization and moving the plot forward. Just don’t overdo it.

SUMMING IT UP

The bottom line: to get a handle on balancing flashbacks and information dumps, you’ll need to pay careful attention to narrative structure, pacing, and characterization. 

By carefully using these techniques and prioritizing the needs of the story and its characters, you can create a compelling story that holds the reader from beginning to end.

ABOUT THE AUTHOR

Karen Cioffi is an award-winning children’s author, working ghostwriter, rewriter, and coach (picture and chapter books). If you need help with your story, visit Writing for Children with Karen Cioffi. 

You can check out Karen’s books HERE.

You can connect with Karen at:
LinkedIn: https://www.linkedin.com/in/karencioffiventrice 
Facebook: https://www.facebook.com/kcioffiventrice/ 
Instagram: https://www.instagram.com/karencioffikidlitghostwriter/
Twitter: https://twitter.com/KarenCV
  

 

 

Thinking of Writing an Early Reader?

 

 

 

Contributed by Karen Cioffi, Children's Writer

 

 Early readers are short books designed for children just beginning to read independently. 

These books should have 32 pages and usually 300-500 words. They can go up to 1200 words and 48 pages, depending on the child’s reading level. And as they build a bridge between picture books and chapter books, early readers should be divided into chapters. The book size should also be more in line with chapter books, usually 6X9.

Early readers play a vital role in bridging the gap between picture books and chapter books, typically catering to readers aged 4–8. 

While creating early readers can be rewarding, it presents unique challenges for authors. This article delves into the pros and cons of writing early readers, highlighting examples to illustrate their impact on young audiences.

BENEFITS OF WRITING EARLY READERS

-Fostering a Love for Reading
Early readers are an important tool in fostering a love for reading in young children. By crafting engaging, age-appropriate stories with simple vocabulary and repetitive sentence structures, authors provide children with a sense of accomplishment. Completing a book builds confidence and  encourages an exploration of literature.

Example: Dr. Seuss’s "Green Eggs and Ham" is a mere 50 words yet captivates readers with its rhythmic text and humorous plot. Its simplicity makes it approachable for beginners, while its whimsy ensures lasting appeal.

-Contributing to Literacy Development
Early readers help children develop fundamental literacy skills, including decoding, fluency, and comprehension. By balancing familiar words with new vocabulary, authors can gently challenge young readers without overwhelming them.

Example: The Elephant and Piggie series by Mo Willems features short sentences and relatable scenarios, making it an excellent tool for practicing expressive reading and understanding story structure.

-Lifelong Learning
Books for early readers often introduce themes of problem-solving, friendship, and resilience, laying a foundation for character development. Authors have the opportunity to influence young minds.

Example: In Arnold Lobel’s Frog and Toad series, the protagonists navigate everyday challenges, teaching lessons about patience, kindness, and teamwork.

-Creative Challenges for Writers Lead to Creativity
The constraints of early reader writing—limited vocabulary, short sentence structures, and concise storytelling—force authors to think creatively. These restrictions often result in clever, tightly woven stories that are fun to read and write.

Example: Laura Numeroff’s "If You Give a Mouse a Cookie" uses a cause-and-effect structure to create an engaging and memorable story, demonstrating the power of simplicity.

DISADVANTAGES OF WRITING EARLY READERS

-Strict Structural Constraints
The rigid rules of early readers can be daunting for authors. Limited word counts, simplified language, monosyllable words, short sentences (averaging 5-10 words), use of sight-words, and an emphasis on phonics and repetition leave little room for elaborate storytelling or linguistic flair.

For instance, an author who thrives on complex narratives or poetic prose might struggle to adapt their style to the requirements of this format. Striking a balance between simplicity and storytelling depth can be a significant challenge.

For a list of Dolch sight-words, visit: https://dolchword.net/by-grade-alphabetical/

You might also get a copy of "The Children’s Writer’s Word Book" by Alijandra Mogilner. It gives the grade level for a large number of words. I use this book often.

-Limited Target Audience
Early readers have a short shelf life for individual readers, as children quickly outgrow them. This makes it harder for authors to build lasting relationship compared to writing for broader age groups.

Example: While books like Mo Willems’ Elephant and Piggie are beloved by young readers, their audience typically moves on to chapter books within a year or two.

-Risk of Oversimplification
In striving for simplicity, authors may inadvertently create books that feel monotonous or uninspiring. Stories that are too repetitive or lack emotional depth may fail to engage readers fully, undermining their potential impact.

For example, while phonics-driven books can improve decoding skills, some titles sacrifice storytelling in favor of adhering to word patterns, leading to less engaging stories.

-Market Saturation and Competition
The market for early readers is highly competitive, with many established authors and publishers vying for attention. Breaking into this space can be challenging for new writers, particularly when competing against known brands and franchises.

Example: Renowned series like The Berenstain Bears and Clifford the Big Red Dog dominate bookshelves, making it difficult for new titles to stand out.

-Illustration Dependency
Early readers rely heavily on illustrations to support the text and provide visual context. While this enhances the reading experience, it also means authors must collaborate with illustrators or publishers to effectively convey their message.

-Striking a Balance
Despite the challenges, writing early readers is a fulfilling endeavor for authors committed to nurturing young readers. By focusing on storytelling elements that resonate universally—humor, relatable characters, and engaging plots—authors can create memorable books that meet the developmental needs of their audience.

CONCLUSION

Writing early readers shapes the foundational experiences of young readers, influencing their relationship with literature and learning. 

While there are challenges writing in this genre, the benefits far outweigh them.

ABOUT THE AUTHOR

Karen Cioffi is an award-winning children’s author, working ghostwriter, rewriter, and coach (picture and chapter books). If you need help with your story, visit Writing for Children with Karen Cioffi. 

You can check out Karen’s books HERE.

You can connect with Karen at:
LinkedIn: https://www.linkedin.com/in/karencioffiventrice 
Facebook: https://www.facebook.com/kcioffiventrice/ 
Instagram: https://www.instagram.com/karencioffikidlitghostwriter/
Twitter: https://twitter.com/KarenCV

Writing Your Character's Internal Thoughts

 Contributed by Karen Cioffi, Children's Writer

According to Masterclass, internal dialogue “can provide deep insight into a character’s thoughts, fear, self-esteem, and general point of view and opinions.” (1)

This allows the reader to get inside the main character’s head. This, in turn, makes the protagonist’s internal thoughts powerful. It helps create a deeper connection between the reader and the main character.

Internalization is called by a number of names, including internal thoughts, internal dialogue, and internal monologue.

This type of dialogue is revealing and personal.

The main character will not say everything he thinks. It might be too embarrassing, offend someone, or leave the main character vulnerable. Whatever the reason, some things just aren’t spoken out loud. The same as with you and me.

An example of this is from the first paragraph in the first chapter of my chapter book Walking Through Walls:

Wang bound the last bunch of wheat stalks as the sun beat down on the field. Sweat poured from the back of his neck, drenching the cotton shirt he wore. I hate doing this work. He hurled the bundles on a cart. “Father, the bales are stacked. I am going home; it is too hot.”

Granted, today, a twelve-year-old boy might very well tell his parent he hates doing something, but this story is set in 16th-century China. Wang would never tell his father he hated working the fields.

So, the internal thought brings the reader into Wang’s POV.

As internal thoughts are such a powerful writing tool, how do you let the reader know what’s written is the main character’s internal thoughts?

Quotation Marks

I’ve seen drafts from clients who have internal thoughts in quotation marks.

The above excerpt example would read: “I hate doing this work.”

I'm not crazy about this way of writing internal thoughts, especially for children. It’s not clear. The reader could think Wang is talking out loud to himself, or in this context, to his father.

When writing for children, it’s essential to write with clarity. Everything should be easily understood, so it’s best to use quotation marks only for spoken dialogue. This strategy will help keep things clear for the reader.

Italics With Tags

If I used a tag, it would have read: I hate doing this work, he thought.

When it’s easy to understand who’s having the thoughts, a tag isn’t needed.

If there is any question about who is talking, tags should be used.

Italics Without Tags

Aware the reader knows who is talking, I wouldn't use the tag: I hate doing this work.

Not Italicized Without Tags

This style of writing thoughts is not my cup of tea either. It breaks the flow and can be confusing, especially for children. If using third-person POV, it goes from the narrator to the main character’s internal thoughts with no clear indication.

The example above would read:

Sweat poured from the back of his neck, drenching the cotton shirt he wore. I hate doing this work. He hurled the bundles on a cart. “Father, the bales are stacked.”

It jumps from the narrator to the main character’s internal thoughts and then jumps back to narration.

Not Italicized With Tags

This is another style I don’t like. Taking the excerpt from above but using this writing style, it might be clear it’s the character’s internal thoughts because of the tag, but if the main character continues his thoughts after the tag, it could become confusing and make the reader pause.

Sweat poured from the back of his neck drenching the cotton shirt he wore. I hate doing this work, he thought. He hurled the bundles on a cart. I’d better tell my father I’m done. He yelled across the rows of wheat. “Father, the bales are stacked.

I prefer internal thoughts italicized with or without tags, depending on the context. Simplicity rules when it comes to writing for children.

Sources:
(1) https://www.masterclass.com/articles/how-to-write-internal-dialogue
 

ABOUT THE AUTHOR

 

Karen Cioffi is an award-winning children’s author, ghostwriter, rewriter, and coach. If you need help with your story, visit Writing for Children with Karen Cioffi.

KAREN ALSO OFFERS:

HOW TO WRITE A CHILDREN'S FICTION BOOK
A DIY book to help you write your own children’s book.

WRITERS ON THE MOVE SELF-PUBLISHING HELP
Self-publishing help for children’s authors.

The Who, How, and Why of a Children's Ghostwriter

 

 

Contributed by Karen Cioffi, Children's Writer

A while ago, I had a conversation with a fellow attendee at a children’s picture book workshop. When I mentioned I’m a children’s ghostwriter, she was curious how I got started in the field.

I couldn’t answer her. I couldn’t remember how it actually came about.

Thinking back, though, I did start out editing for authors. Many of the manuscripts I received were in such poor condition that I ended up rewriting the stories, some almost to the point of ghostwriting.

It just seemed to evolve from there.

In case you’re wondering, a ghostwriter is a writer who will take your idea, notes, outline, or other information and write a story for you. And they write in every genre you can think of: fiction, nonfiction, memoirs, screenplays, video, TV scripts, technical, medical, speeches, music, and so on.

The ghostwriter offers a nondisclosure agreement if the potential client wants one. Most of my clients never ask for one. The ghostwriter also provides a freelance agreement. And she usually doesn’t get any recognition for her work. However, there are instances where the ghostwriter and client agree to other terms.

Two other terms that may arise between a ghostwriter and a client:

1. The ghostwriter has her name on the book as co-author for a reduced fee.

2. The ghostwriter gets a percentage of the sales, again for a reduced fee.

In my opinion, it’s never a good idea to accept either of these terms unless you absolutely know the book will be successful or the author is famous.

WHO hires a children’s ghostwriter?

The answer to this question always amazes me.

There are people from around the world who want to be the author of a children’s book but don’t have the skills, time, or inclination to do it themselves.

I’ve worked with well over 350 clients from lots of different countries, including Italy, the United Kingdom, Scotland, Norway, Saipan, Jordon, Dubai, and all over the United States, even Hawaii.

It seems that most often, it’s parents or grandparents who develop a desire to be authors of children’s books. They usually want to have a story created about their children or grandchildren or impart some wisdom to children.

I’ve also worked with child therapists and child psychologists who use children’s books as a tool to broaden their ability to help children.

And then there are the business people who see a children’s book as part of a marketing strategy for their industry or as an addition to a product they already have.

In addition to this, I’ve worked with clients who wanted a series of children’s books to use as the foundation of a new business.

I’ve even ghostwritten for a dentist.

WHAT skills does a children’s ghostwriter need?

1. Being a skilled writer.

While a number of authors who self-publish have the “I want it now” syndrome and ‘wing’ their books into publication, you can’t do this when someone is paying you to write a professional story.

Aside from knowing how to write, it’s essential to understand the specific rules of writing for children. The ghostwriter needs to know what the current industry guidelines are.

2. Knowing how to listen.

Listening carefully to the client is a must. The ghostwriter needs to take simple things like an idea given over the phone or in an email, notes, or a basic outline and create an engaging and publishable book.

Along with this, the writer needs to ensure the book reflects the client’s voice and vision. Listening is an essential factor in doing this.

3. Being patient.

It may seem unusual, but a ghostwriter needs to be patient.

I’ve had a couple of clients who approved a final story, then came back in a week or two and decided they wanted revisions.

I had a middle-grade client who kept putting multiple POVs within one chapter. I’d edit it, and he’d change it again.

I had another client who kept ignoring my advice as I rewrote his young adult novel.

It’s important to be patient and tactful while explaining over and over why something doesn’t work. The reason to keep after the client is that it’s the ghostwriter’s job to make sure the final product is professional.

4. Being organized and focused.

I usually handle more than one project at a time. I’m currently juggling ten clients; it’s an all-time high number of simultaneous clients for me.

If you’re dealing with multiple clients, you need to be able to switch stories and sometimes genres without losing a beat. This takes focus… and flexibility while handling all the emails from clients.

For organization, I use a Word and Excel file for each client. I keep track of every email and every phone call.

When you’re dealing with writing clients, you must things moving smoothly and keep your clients satisfied and in the loop throughout each project.

5. Having the ability to follow through and be on time.

As with any writing project, you’ve got to complete it and come in on time.

In the terms of the agreement, there is a time period for the project to be complete. The ghostwriter must meet the deadline.

WHAT'S the motivation?

I can’t speak for all children’s ghostwriters, but for me, I love writing for children. It’s satisfying to teach children, engage them, amaze them, take them on adventures, and stretch their imaginations.

And I love helping others fulfill their desire to see their children’s story ideas come to life.

ABOUT THE AUTHOR

Karen Cioffi is an award-winning children’s author, ghostwriter, rewriter, and coach with clients worldwide. If you need help with your children’s story, please visit Karen Cioffi Writing for Children.

Karen also offers HOW TO WRITE A CHILDREN’S FICTION BOOK.
A 250+ page book that cover everything to help you write your children's book.

And for those children’s authors who are self-publishing, you might check out WRITERS ON THE MOVE PRESS.

Green Eggs and Ham and a Bet

 

Contributed by Karen Cioffi, Children's Ghostwriter, Rewriter

This is a short post, but I found it fascinating and wanted to share.

Who would think that a random bet and constraints could lead to a book that sold 8 million copies as of 2019, and would become the best-selling book of the Dr. Seuss series?

When most people think of the word ‘constraint,’ it invokes a negative feeling or idea.

According to the Cambridge Dictionary, the definition of constraint is “something that controls what you do by keeping you within particular limits.”

This is where the negative idea comes from.

It makes sense that something that limits you, controls you, isn’t a good thing.

Well, according to James Clear, constraints are our friend. Constraints foster creativity and motivate us to work within those limits to accomplish what we need to.

What I found exceptionally interesting is that “Green Eggs and Ham” by Dr. Seuss came about through a bet and constraints.

In 1960, Bennett Cerf, the founder of Random House, bet Theo Geisel that he couldn’t write a children’s book with only 50 words or less.

The bet was for $50.

Imagine if Dr. Seuss balked at the idea of writing a story of only 50 words for a bet of a measly $50.

I’m sure you’ll find the rest of Clear’s article as interesting as I did:
The Weird Strategy Dr. Seuss Used to Create His Greatest Work

ABOUT THE AUTHOR

Karen Cioffi is an award-winning children’s author, ghostwriter, rewriter, and coach. If you need help with your story, visit Writing for Children with Karen Cioffi.

Karen also offers authors:

HOW TO WRITE A CHILDREN'S FICTION BOOK
A DIY book to help you write your own children’s book.

WRITERS ON THE MOVE PRESS
Self-publishing help for children’s authors.

Is It Sci-Fi or Fantasy?

 

Contributed by Karen Cioffi, Children's Writer

 I’ve always loved fantasy, so it’s a natural fit that I like writing it for children.

But what exactly is fantasy, and how does it differ from science fiction?

FANTASY

The simplest way to explain fantasy is that it doesn’t exist in the real world. Your imagination is the only limit when writing fantasy. This may be why I gravitate toward it.

If a story has supernatural or magical elements, it’s fantasy.

Fantasy allows you to delve into all sorts of topics, even difficult ones, and it comes across in a more digestible way than realistic fiction.

For example, in my chapter book,, Walking Through Walls, the main character, Wang, joins the Mystical Eternals and learns how to walk through walls.

In the sequel (still in progress), Wang has the choice to morph into a dragon at will or get another incredible ability.

Another example of fantasy is talking animals. This type of fantasy can have the protagonist going off on a journey alone or with friends. A children’s writer couldn’t have a child do this in realistic fiction as it could give the child dangerous ideas. There are lots of topics that can be introduced using talking animals.

In my picture book series, The Adventures of Planetman, the protagonist has supernatural vision and can fly. One of his friends has super speed, and the other is super strong.

These scenarios couldn’t possibly exist within the natural laws of our universe as they involve supernatural elements.

With fantasy, the writer can create new worlds and new beings. It can rain meatballs. There can be magical fairies and wizards. Science and realism are not factors.  

Think of Superman, The Lord of the Rings, and Harry Potter.

SCIENCE FICTION

Science fiction is also out of the ordinary but is based on scientific principles. The elements of the story can exist within the natural laws of our universe. The scientific basis helps explain the extraordinary things that go on in the story.

These stories usually involve future scientific elements, such as space travel, aliens, time travel, and environmental catastrophes.  
 
An example of science fiction is Batman. All his abilities are from gadgets that are based on science. While some of them may be a bit far-fetched, they are in the realm of possibility.

Just think of all the gadgets and inventions created that are based on movies, books, and even articles. It’s astounding.

Driverless cars.
Holographic images.
The submarine.
The rocket.
The cellphone.
The taser.
The smartwatch.

Science fiction movies include:

World of Worlds
Contact
Altered States
Close Encounters of the Third Kind
The Matrix

Sci-fi books:

The Echo Wife by Sarah Gailey
Snow Crash by Neal Stephenson
Contact by Carl Sagan
A Wrinkle in Time by Madeleine L'Engle
The Children of Men by PD James

A MIX

A mix of fantasy and science fiction is just that, a mix.

In these stories, there are elements of sci-fi and fantasy. An example of this genre is Star Wars.

While Star Wars easily falls within the sci-fi genre, it also has elements of fantasy, such as a force field. Although, in 2015, Boeing patented the first-ever force field to protect against shockwaves.

But even with the force field coming into existence, Star Wars also has lightning bolts from fingertips and levitations. These elements are pure fantasy.

So, if you’re writing sci-fi or fantasy for children, are you sure which it is? 

This article was first published at: https://karencioffiwritingforchildren.com/2022/10/09/writing-for-children-is-it-fantasy-or-science-fiction/
(Sources are listed there.)

ABOUT THE AUTHOR

Karen Cioffi is an award-winning children’s author, ghostwriter, editor, rewriter, and coach. If you need help with your story, click HERE.

Karen also offers authors:

FICTION WRITING FOR CHILDREN COURSE
A guided self-study course and mentoring program.


HOW TO WRITE A CHILDREN'S FICTION BOOK
A DIY book to help you write your own children’s book.

WRITERS ON THE MOVE PRESS
Self-publishing help for children’s authors.

Developing Outlines and Character Details When Writing Middle Grade

 

 Contributed by Karen Cioffi, Children's Writer

The majority of my clients ask for picture books, but currently, I’m working on two middle grades.

While a middle-grade book can be significantly shorter than a novel, it still has a big chunk of words at around 20-50,000. Quite a difference from the under-800-word picture book.

When I write a picture book story, I use the seat-of-the-pants method. I find it works well with around 600-800 words.

This is not the case with a middle-grade story. Writing a middle-grade story is similar to writing a novel, so the same practices should be used. Because of this, I use an outline.

CREATING AN OUTLINE

With an outline, you can make it as detailed as you like.

Being impatient, I used to write as bare an outline as possible. I've found, though, that writing a more detailed outline is a huge help when getting down to writing the story.

This became particularly apparent to me when a client from five years ago recently called me.

I had written one middle grade for him and started a second one. For some reason or other, the client stopped the project after a month into it.

He now wants to resume the project … after five years.

Fortunately, I keep good records and files. I make sure I have them backed up. In fact, I use Dropbox and Carbonite. I also have an external drive that I back my files up to.

Overcautious?

Maybe, but I've had the experience of losing a client's project – the entire manuscript - due to a computer mishap, so I take extra precautions.

Because I save everything, I have the information from the first book and what I had done on the second book.

Going over my notes, I was THRILLED to see that I had written a detailed outline of Book 2.

Granted, this is an unusual situation as it’s the first time I’ve had a client stop a project, and especially stop one for such a very, very long time, but it helps emphasize the importance of an outline.

Having that detailed outline is going to save me time and effort.

CREATING CHARACTERS

Along with creating an outline, it's important to develop character details.

Writing coach and author Suzanne Lieurance says that if you know your characters before writing your story, you'll write a better novel.

Why?

Well, if you take the time to create your characters, especially the main characters, you can open up other details or subplots within the story that you might not have thought of before.

This also helps you to create unique characters. Characters with their own personalities and quirks that make them easily distinguishable from the other characters.

You'll know that Jeff has a temper, Russell is timid, and they're best friends despite their differences.

You'll know that Marisa has a crush on Matteo, who has a crush on Abby, who likes Jeff.

All this is going on behind the scenes in subplots as the main character struggles to reach his goal.

Knowing all this will allow you to understand how a character will react in certain situations. It'll also help you write particular scenes with ease.

I hope these tips help you write an outstanding middle-grade story.

ABOUT THE AUTHOR

 Karen Cioffi is an award-winning children’s author, ghostwriter, rewriter, and coach. If you need help with your story, visit Karen Cioffi Writing for Children.

Karen also offers authors:

FICTION WRITING FOR CHILDREN COURSE
A guided self-study course and mentoring program.

HOW TO WRITE A CHILDREN'S FICTION BOOK
A DIY book to help you write your own children’s book.

WRITERS ON THE MOVE PRESS
Self-publishing help for children’s authors.

Your Children's Story and the Message

 By Karen Cioffi, Children's Writer

I get a lot of clients who want to tell children something through a book.

These people want to send a message in hopes of teaching the reader something … something the author thinks is important.

People who want to write children’s stories usually want to teach and enlighten children, whether it's about bullying, being yourself, being kind, or something else.

This is a noble endeavor - the problem, though, is children don’t want to be told what they should or shouldn’t do. They want a story that they can get involved in, one they want to turn the pages to find out what happens next, and one they can connect with the main character.

The ‘icing on the cake’ is what the reader takes away from the book, the takeaway value.

So as an author, how do you get your message across without hitting kids over the head?

To start, the story should be about something kids will want to read about. And it should not overtly be about the message.

I recently read a client’s manuscript that flooded the story with the author’s message. Nothing was subtle.

So how do you tone down your message to weave it seamlessly and subtly into your story?

One way, if you’re writing a story because of a message you have, is to think of a scenario where your message could play out.

Your message or moral takeaway may be about doing the right thing, even if tempted.

Suppose the story is about Sammy, a kid who’s basically honest.

Sammy and his friends find a bag of money on a shelf in the garage of an elderly neighbor they’re cleaning the garage for.

It’s a lot of money, and Josh wants to split the money between himself, Sammy, and another friend.

After thinking about it for a minute, Sammy tells Josh to put the money back.

A few seconds later, the elderly neighbor walks into the garage.

Sammy was tempted. He probably thought all sorts of things before finally realizing it was wrong.

Nowhere in the story should it say, ‘Crime doesn’t pay.’ 

Let the reader come up with their own conclusions.

If the story is written right, the reader will get the takeaway value without realizing they are … without the author hitting them over the head with it.

A story that takes the protagonist on a journey should result in him growing in some way.

Using Sammy above as an example, maybe he wasn’t sure what to do under those circumstances. Maybe he thought about being dishonest in the past. Maybe he struggled with his honesty in little things.

He chose the right path and learned something about himself. He was an honest kid.

Again, your young reader wants a good story. They want to go on a journey – messaging should not be a part of that journey.

ABOUT THE AUTHOR

Karen Cioffi is an award-winning children’s author, ghostwriter, editor, rewriter, and coach. If you need help with your story, click HERE.

Karen also offers authors:

FICTION WRITING FOR CHILDREN COURSE
A guided self-study course and mentoring program.

HOW TO WRITE A CHILDREN'S FICTION BOOK
A DIY book to help you write your own children’s book.

WRITERS ON THE MOVE PRESS
Self-publishing help for children’s authors.