Posted in Business Side of Writing, The Nitty Gritty of Children's Writing, Tools, Writing Life

Critiquing Via Zoom Refresher

Our long-established critique group has been critiquing via Zoom since the beginning of the pandemic, and created some guidelines along the way. (We meet weekly on Fridays except for holidays or occasional days when too many people need to miss. Since there are eight of us, only three can share each week, so we have a schedule of who is presenting and who is moderating on Google Drive.) Occasionally, we need reminders of our process* and I thought a summary might be helpful for other critique groups as well.  

“Supporting each other in creating art takes so much trust.” – Kendra Levin, editor
(Guidelines help us trust each other.)

Before Friday:

  1. Manuscripts are due on Wednesday at the latest. (We email them out.)
  2. Respond to the manuscript sender with a simple “got it” type message when you receive it. Try not to reply all.
  3. Look at the schedule if you can’t remember who is presenting. If you don’t find a manuscript, contact the person whose manuscript is missing.
  4. If one of us can’t send the manuscript, offer up the spot early in the week in our message thread. (Our critique partners are really good at this!)

Zoom morning:

  1. While someone is critiquing, stay silent, especially the one being critiqued. No explanations, no excusing, no arguing. 
  2. After everyone has critiqued a piece, the critiquee may ask questions or make comments.
  3. Additional comments or questions are welcome from everyone—other comments often inspire new thoughts. Remember to raise your hand and wait for the moderator to call on you.
  4. Side stories of what this reminded you of should be shared after all critique work is done.

Moderator duties include:

  1. How the meeting is run—I love how some in our group are good at asking how everyone is doing first.
  2. Deciding which manuscript goes first, and the order of critiquers. 
  3. Keep us on task. 
  4. Remind us that it is not our time to talk when appropriate. One member said in our recent discussion, “I think the hardest part of being the ‘boss’ for me is to cut people off if they are jumping in and not waiting to talk by raising their hand.” 
  5. Before concluding meeting, discuss schedule for following week.

Critiquer duties:

  1. Honor others’ turns to talk.
  2. Share specific positives about a piece.
  3. Only make a suggestion once—don’t dwell on the topic—it is not our duty to convince the writer.
  4. Try to only share what you have that hasn’t been said—no need to offer the caveat that you’re doing this. (We know.)
  5. Consider making reaction comments on your copy of the manuscript during critique, such as I agree/disagree with so and so about this/that specific issues.
  6. Let the writer see the minor grammar and mechanical corrections on their copy—no need to share verbally. (We use track changes and Word’s commenting option on manuscripts and send them back once our Zoom meeting is over.)

None of us are perfect, so we still make mistakes, and fortunately are forgiving of each other. But it definitely helps when we remind ourselves of the process.

I couldn’t do without my critique partners. They make my work so much better with their suggestions. Kai Strand said, “I love how a story, or a character expands with the help of critique partners.” That is so true!

*I first wrote about this method here.

Posted in The Nitty Gritty of Children's Writing, Tools

Observations about a Manuscript

Today I was so struck by one critique partner’s statements on another partner’s brand-new first chapter that I want to use them too. Here they are:

What I know.

What I think I know.

What I want to know.*

With What I know, one example was, “the girl wants independence from her mother.” She also commented on the story being “coming of age.” We all got that the main character is interested in a specific boy and the mom is a detective. We also know it’s the first day of eight grade.

Her statements about What I think I know included that the book was contemporary. We might guess the girl is an only child as no siblings are mentioned. We think we know she’s grieving.

What I want to know comments included sense of setting and what people are wearing. I personally wanted a hint of a bigger problem, as well.

I might add another: What it makes me feel. Sympathy for the main character? Amused? Curious? Sharing these thoughts could be helpful in a critique as well.

*Author Barbara Herkert learned these statements when taking Hamline’s MFA program. I’m thankful she shared them with us today.

Posted in Craft, The Nitty Gritty of Children's Writing, Tools

Ouch! Black-eyed Character

My character got punched in the face and hit his head on a locker when he fell. Of course, the school nurse checks him out and has him ice it, and recommends a trip to the doctor. His mom takes him and it’s all fairly simple: “he’s fine.”

But then…

I had my own fall where I hit my head (do not recommend passing out). My doctor’s nurse said I should go to the ER. Where not only did I get checked out by the ER doctor but had a CT scan of my head and x-rays of my bruised shoulder.

My personal experience sent me to the revision table. Now my character doesn’t just go to an urgent care clinic, but to the ER. And now, yes, he gets a CT scan too. Neither of us had brain damage thankfully.

As I rewrote I kept checking the interwebs for details on black eyes—it’s been years since I had one—and I needed reminders on how long the swollen “can’t see” stage lasts. Plus, how many days of color and the changes to the color of the bruise. I also re-examined the following scenes to ensure I hadn’t forgotten my character’s sore eye and how it affects his experiences.

So, my advice to you, don’t just rely on your memory when a character gets injured. Make sure you medical knowledge is up-to-date and accurate. Use reliable sources, not merely anecdotes.

Injury Writing Resources

Today I came across this useful article that another writer shared. I hope it is helpful to you too. “The Injuries Checklist” by K.M. Allan

That made me wonder what other resources for writing about injuries there are. I found this one by Angela Ackerman: “Want to Show Your Character’s Pain? Here’s Everything You Need to Know.” What a great resource!

Here’s another one: “Writing about Pain: Describing Major & Mortal Injuries” by Becca Puglisi.

And one last entry: “Writing Injuries: The Art of Appropriate Scaling” by Shonna White.

Injury Resources

My online go to is the Mayo Clinic. You can search “Diseases and Conditions.” I might also use WebMD. Of course, I browse for specific injuries as well. Here’s one for black eyes from the American Academy of Ophthalmology. In addition, I ask friends who are nurses or talk to those who have experienced what I want to describe.

Posted in Craft, The Nitty Gritty of Children's Writing, Tools

Changing from .doc to .docx

If you’re like me, you have old old manuscripts (finished or unfinished), that you want to revise. So old they are .doc files. Saving As a .docx is simple, but I found I had other issues to deal with in my YA novel.

Two spaces after periods. Easy fix, Find and Replace.

Tabs instead of indents. How I fixed it:

  • Use find (drop down on find, let’s you choose tab character) and replace with nothing. Of course, that means I have to go back into my header and add back in tabs that are needed.
  • Next, I Select All, and go to my ruler and change the indent. Yay, now when I add a new paragraph, it will indent automatically.

Ellipses. I used to use the Chicago Manual style with spaces between the periods. Somewhere along the line, I switched to AP style, no spaces…which means . . . looks funny to me. Again, I used Find and Replace to make them consistent.

Those changes made, I saved my file as a .docx.

BUT THEN THE SERIOUS CHANGES COME! (I’ve learned a lot since I wrote the manuscript I recently opened.)

Eliminate distancing. Also known as filtering, the character sees/hears instead of the action just happening. I must edit those instances. If you’re not familiar with this concept, check out this post.

Establish setting better. Am I taking advantage of my setting to help with mood or tension? Can I slip in specific details about the place to help bring it more alive? Does the reader know where we are? Not so much, then I’d better revise some more. “Ground Me,” might be a helpful post for your revisions.

Move the characters. It’s so easy to have characters sitting around talking. But I can do better than that. Here’s a post that might be a helpful reminder for all of us.

Check sensory details.  Am I using a mix or relying on sight? Yes and no, but I can go further. Like deepening emotion or mood with a sense. Or adding what this particular character has a tendency to focus on. This article has some helpful suggestions. I would also add the sense of temperature—it doesn’t quite fit touch, but it’s something I definitely react to and my character can too.

Some writers may wait to fix these after a manuscript draft is done. But for me, it helps the world of my story feel more real and important while I work on it. It makes me want to move forward, instead of sending the whole .doc or .docx into the trash bin.

Getting to “The End.” Basically, I must keep writing, writing, writing. For further thoughts on that  topic (under my writing for adults name) read this: “11 Reasons Why You Can’t Write the End of the Story.”

Posted in Craft, The Nitty Gritty of Children's Writing, Tools

Got Grammar?

I was reading about a writer struggling with “was” and “were.” I’m guessing she wasn’t having trouble with simple singular and plural:
I was there.
He was there.
We were there.
They were there.

Of course, it gets tricky when we look at the exception of:
You were there.

These all would be the same when phrased as a question versus a statement. (Was I there?)

Perhaps her trouble was with the more complex versions, such as:
A flock of crows was on my lawn. (Ignore the “of crows,” notice the use of “a” before “flock” which implies singular.)
Crows were on my lawn. (If we cut flock.)

But it gets more complicated when we are speculating:
If I were rich, I’d buy you a car. (This is called the subjunctive mood.)

So where do we go when we need help with grammatical issues like this?

One of my go to sources is the book Errors in English and Ways to Correct Them by Harry Shaw. It has a great index to find what you need and is easy to understand. I remember catching one of my elementary age daughters simply reading sections of the book for fun.

But when my cat is in my lap and I can’t reach my bookshelf, I go to the Internet.

One of my favorite sites is Grammar Girl. Check out what Mignon Fogarty, aka Grammar Girl, has to say about subjunctive verbs. She also has several books out: Grammar Girl’s Quick and Dirty Tips for Better Writing and The Grammar Devotional: Daily Tips for Successful Writing from Grammar Girl.

Colleges and universities often have writing help too. Here’s one I like from University of Minnesota.

This is an interesting post on how to improve your grammar: “Grammar Skills: 10 Tips to Improve” by Hannah Yang. She comments about using grammar checkers—just remember they are not 100% accurate.

I’ll end with a quote: “If you have any young friends who aspire to become writers, the second greatest favor you can do them is to present them with copies of The Elements of Style. The first greatest, of course, is to shoot them now, while they’re happy.” – Dorothy Parker

What are your favorite grammar resources?