Tag: Writing prompt

The Self-fulfilling Prophecy

On By Terry ConnellyIn Uncategorized, Writing promptLeave a comment

Did you ever think about doing something then told yourself that you’d never be able to succeed? When it came time to give it a try, how did it go? Did you surprise yourself and accomplish it or did you fail?

Sometimes whether or not we master something depends upon our inner voice. This is called the self-fulfilling prophecy.

We tell ourselves we will fail, and so we do. Then we nod, confirming that we were right.

Or we are determined to succeed at all costs, convince ourselves that we can do it, and when we do, we inflate with pride.

Our characters are affected by this same inner voice. The character wants something so badly that it is a burning desire. But…what does the character’s inner voice say? Does it tell the character that you can’t do it so don’t bother? And so the character lives with the feeling of failure, of unfulfilled desire, for many years.

What if the voice says to do it, you will succeed, so the character gives it a shot? If the character successfully completes the task, how does that affect how the character feels? What if the character does not?

These are things you must consider when telling the story. There is a desire. The character must want something or there is no story. What voice drives the character toward achieving that goal?

Your task is to write a scene in which your protagonist wants something. His self-fulfilling prophecy speaks to him. It either tells him he can do it or it says you’re an idiot. You decide.

Remember that the voice will affect the character’s motivation to test whether or not she can learn to salsa, graduate from chef school, become a CEO or run a scientific laboratory.

Have fun with this one.

Clothing Styles

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It might not seem like a big deal, but how your characters dress truly is!

Imagine punk rockers dressed in all black with studded necklaces and high-laced black boots. Now picture characters in fancy dresses and suits.

What do you think of with each?

Having taught the punk rockers, I think of kids who often are on the fringes of high school society. They are good kids, but don’t meld with cheerleaders, jocks or the AP crowd. They might be in college prep classes, but often are the creative types who enjoy their own style of music. Of course all of this is a stereotype and there are exceptions.

The second group reminds me of the upwardly mobile or those who are already in the top 1%. They are more sedate, preferring parties and small gatherings over rock concerts. I see fancy cocktails being carried around by hired staff and delicate appetizers on trays. A sit-down dinner for a hundred. A fund raiser for a politician. Guests arriving in limos and chartered buses. Again, stereotypes.

Do you see how important clothing is? Not only does it set the tone, but it tells us a lot about our characters.

Your task is to make several lists. Divide each by clothing styles. Think of how age influences how a person dresses as well as socioeconomic status.

Choose one of your lists to work with. Write a story for that character in which clothing style is mentioned, but not all in one or two sentences. Scatter the descriptions about so that your character’s personality is slowly revealed.

This won’t be easy, but have fun with this one.

Socioeconomic Status

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            How much money someone has affects the things that he does, thinks, and says. It impacts future dreams and the things that she hopes to accomplish.

For example, a person who grows up in a wealthy family has everything that she could ever possibly want. Nice clothes, a comfortable bed, good food and all the electronics that one could possibly want. He may attend a private school with other entitled children so never knows what it’s like to have class disrupted by unruly students or may have never witnessed a lunchtime brawl.

This character grows into an adult with distinct advantages in terms of status, education and outlook. He has experienced nothing but the best and desires to maintain that status.

Then consider the low income child who grows up in a tiny studio apartment with eight family members. Who is often hungry and wears ragged hand-me-down shoes and clothes. Who falls ill frequently or has to accompany non-English speaking relatives to appointments to act as translator and so misses great amounts of school.

Perhaps she moves around a lot, from one shelter to another, and so schools change weekly. Most shelters are in low income neighborhoods so she does not have access to modern technology in terms of computer labs, WiFi and calculators. School lunches are adequate, probably free, but not delicious. She knows of students who come to school high on drugs, who sell their bodies and who are bellicose.

Think about how these differing early lives affect how your character behaves in your story.

Your task is to decide into which socioeconomic group your character belongs. Then make a bullet-point list of the structures in this person’s life, beginning with the home environment. Consider size of the home, family living there, quality of food and clothes, and what possessions the character owns. Include on your list the things the character sees in his daily life, as he walks down the street, rides in a car or bus, goes into a store, eats at a soup kitchen or restaurant.

Once you have completed your list, write a short scene in which these elements come into play.

This is not an easy task.

Have fun with this one.

A Lost Object

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Think how many times you’ve lost something. Can you recall how you felt? Frustrated? Angry? Disappointed?

When you lose something, it tears you up inside. One time I’d purchased a nice watch as a gift for one of my sons. When it came time to wrap it up, I couldn’t find it. I searched through all of my normal places, but couldn’t locate it. In tears, I finally went outside and dug through the garbage! That’s where it was. It must have been carried out with the trash. Yes, I was relieved, but also incredibly disappointed in myself.

Call to mind one of your characters. Picture this individual. Think about how this person speaks, walks, behaves, treats others. Now imagine this person losing something. Will he behave in character or become a totally different person? Will she tear the house apart, looking high and low, or simply give up?

Your task is to make a list of objects important enough that your character will diligently search to find. Try to come up with at least five different ones. Then narrow the list to one, by choosing that which would drive her nuts if she can’t find it!

Write the story of the search. Remember to include feelings, for this is what is most crucial to the story. We need to understand how he is feeling, not just how he is acting.

This might be a challenge for you. It is easy to write about a character going through her day, but much harder to describe her feelings.

Have fun with this one!

Using Your Family Tree

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Last week your task was to create a family tree for one of your characters. If you didn’t complete the task, now might be a good time to read last week’s post.

Your task this week is to use that tree to write a multigenerational story in which your protagonist interacts with at least one member of the extended family.

A fun story might be a conversation between a grandparent and grandchild. Think of the questions the younger person might ask and the responses the older would give. This might lead to fantastic stories of what grandpa did during the war or why grandma chose to go to nursing school.

Your story does not have to be long, but it should contain hefty amounts of dialogue so we get a feel as to how each character speaks, thinks and listens. There should be enough depth that we understand the relationship between the two as well as the different experiences each has had.

Have fun with this one.

Building Family

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We are born into our families and so have no choice about who they are and how they behave.

It’s different for our characters as we get to create their families.

That is your task.

After you choose a name and age for your character, then fill out a family tree.

You probably should  search online for a model. This will give you a working model.

Start with the grandparents on both sides. Name them. Name the people they married. Who were these people? What jobs did they have? Were they trustworthy or  liars? Did they own their home or rent? Where did they live? In a city or in the country?

Move to the next generation. Include all the relatives at this level, which means the all the siblings. Answer the same questions as you did before.

That takes you to your character’s generation. Your family tree should be expansive at this point.  Answer all the questions for each person along this line.

If your character is married and has children, list the details for each.

This is a time-consuming task, but the effort will pay off once your story begins.

Have fun with this one!

Campus Events

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Now that students are back at school, it’s time to start thinking about the stories that are dying to be told.

Think back to when you were in middle school…high school…college. Drama surrounded you on a daily basis. Some of it changed lives for the better. Some of it destroyed lives. Most had impact for a day, an hour, a minute or two, and then diminished.

Many of these events fall into coming-of-age stories for they feature characters who are learning who they are and how they fit into the world.

Consider one of your characters, or one you’d like to write about. Place them on a school campus. What kinds of things might she see, hear, feel or do? What might he witness happening in the halls?

How much a part of the drama is your character? Is she the recipient of teasing or the one who does the teasing? Is he the one dumping freshmen into garbage cans or the one being dumped?

What roles do the teachers play in all this? Are they observant and attempt to bring things to an end or oblivious with notes being passed under their noses?

Your task is to place one of your characters on a school campus and make things happen.

Have fun with this one.

Catastrophic Illness

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We don’t like to think about it, talk about it or write about it, but it happens. People fall ill, break bones and develop life-threatening conditions. It’s a fact of life and it affects people of all ages.

When we create our characters’ profiles, we need to consider whether or not those individuals will fall ill with something more severe than the flu. If you’re going for high drama, then perhaps illness works its way into your story.

Your task is to think of a character that you would like as a protagonist. Picture the individual in your mind, or to make things more concrete, go online and seek images of people who look like the character you have in mind. Save that image and consult it frequently.

Next create a list of five possible conditions that might befall that person. Don’t be gentle. Think huge and potentially life-altering.

Research those conditions and add bullets under each until you’ve created a fairly accurate picture of the illness.

Put together the image you’ve saved and one of the conditions, the one you feel most confident writing about.

Design the setting and a plot point, then write. You must keep in mind how this diagnosis affects the character’s mental and emotional state as well as how the character functions in the world. Your story need not end in death: in fact, it would be better if it did not.

Instead focus on the positives. How does someone with that condition work? Play? Interact socially and in a business manner? What kinds of things is the character able to do for relaxation? What would happen if your character had to travel by car, plane or train?

Tackle several of these issues in your story. Give us a character that we can care about, not a simpering whippet who cowers in a corner. Your readers will want to cheer on your character as he manipulates the world despite his condition.

Have fun with this one.

Career Advancement

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Everyone who has a job, whether young or old, dreams of getting ahead. We want to move up the ladder, taking on more and more responsibility, being recognized for our work ethic, and earning more money in return.

Your characters need to do the same.

Imagine that your protagonist is a teen working as a dishwasher in a local café. As she scrubs dishes, she dreams of being a waitress or a chef or simply being the one who plates the food, but she has dreams. Now imagine how she’ll react when the boss gives her that desired raise!

Let’s say your character is a newly hired accountant in a busy firm. She looks around her and sees that not all accountants are equal. Some handle the tiny accountants that she does, while others manage the details for multimillion dollar firms. She’s got the credentials to do the job, but not the experience. How does she make herself more valuable? What does she do so the boss recognizes her skills?

Your task is to create a character that’s hired to do an entry-level job. It might not be glamorous, but it’s a foot in the door to greater things.

Think about how he feels before the interview, during the interview and after he is hired. Make a list of different words you can use to describe those emotions.

Put your character to work. Write about the day-to-day tedium of working the same job. What does your character do to make her life more interesting? How does she make herself stand out from others? Write about this.

What dreams does he have for advancement and how does he go about stepping forward? Does he simply approach the boss and plead his case? Does he work extra hard, often with a flourish, keeping his eyes ever alert?

What happens when she does talk with the boss? Does the boss initiate the conversation or does she? What words of encouragement are said? How does she respond?

Your task is to write this scene.

Have fun with this one.

 

How to Write a Synopsis

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I am not proclaiming myself an expert, but rather sharing information which I’ve gleaned from meetings with agents.  I hope you find this useful.

  1. Keep no secrets: A synopsis is supposed to reveal everything, including the ending. Tell the agent what happens without trying to confuse or surprise. The basic purpose of a synopsis is to show your story’s narrative arc, which includes the rising action as well as a logical, satisfying ending.
  2. Format: One-page, single-spaced, Times New Roman, 1inch borders.
  3. Be clear on major points: Agents want to see that there is a beginning, middle and end. They also want to discover something unusual in your story, something perhaps that they’ve never seen before. Highlight those plot points in your synopsis.
  4. Don’t write in your character’s voice. A synopsis can be dry because it has to explain everything that happens in a small space. Strive for clarity. Parse your words. Don’t add guidance, such as “in the next scene,” “at the climax of the story” or “in a dream/flashback/flash-forward”.
  5. Whenever a new character is introduced capitalize the entire name and then use normal text from then on. Avoid naming too many characters: stick to those that are most crucial to the story.
  6. Use third-person, present tense: Even if your story is in first-person POV, the synopsis should be in third. Even if your story is in present tense, the synopsis should be in past.

I hope this will help!

Your task is to choose one of your longer stories and to write a short synopsis. It helps to practice and practice and practice some more!

Once you’ve written it, ask someone who is not familiar with your story to read it. From your paragraphs, does your reader know what happened in the story, from beginning to middle to end? If so, Yippee!  If not, rewrite.

Have fun with this one.