Ah, the stories they tell!
On a recent short-term mission trip to Malawi for my church, I had the opportunity to teach Writing classes to two groups of home schooled MKs (Missionary Kids). These were children from American, Canadian and South African families. There were nine in the 3rd-4th grade group and seven in the 5th grade and up group.
Two years ago I taught most of these kids “How to Write A Short Story.” Their creations were marvelous, and in fact, I posted some of the stories on my blog, Here’s How It Happened. (See the mystery, “The Tay Diamond”, the action-packed, “The Adventures of Timmy, the Squirrel”, and the creepy, Twilight Zone-esque “The Mirror”)
After reviewing the stories and talking to the other home school teachers, we all agreed that the kids needed help in character development. The action was amazing; the worlds they created were vivid, but the heroes, helpers, and villains were flat and hard to imagine.
This would be my topic then. I prepared workbooks for each of the classes. We did some work in them in class, but there were “homework” assignments for them to do at home as well.
Before I arrived I asked that the kids (both classes) bring the first several paragraphs of a story they had written to class. In class, I had them each read their paragraphs aloud. There were Captain Jack, Commander of a Starship, twin girls named Peace and Harmony, and a 20-year old girl named Ella who wanted to become a princess (and a dozen others).
I asked the listening students how they “pictured” each of these characters. There was either confused silence or vague and differing descriptions. I then asked the authors to describe how their characters looked in their own mind’s eye. They came up with a lot of colorful descriptions that were not in their stories. Suddenly they “got the picture,” and from there I showed them ways and examples of taking the images of their characters from their minds and putting them on paper for their readers.
For the younger class, I had them draw in their workbooks a circle for a face, then slowly add features (eyes, nose, mouth, ears, hair) and write a description of each as they went. Next they drew bodies with any kinds of clothes and shoes (or not) they wished. I had them write why these “characters” were smiling, wearing… glasses, a soccer jersey, a swim suit, a long dress, a tutu, and had on sandals or swim fins. They began to see how to show what their story characters looked like by writing descriptions, and in the process developed more interesting information about them. (I could see “light” dawning in their eyes!)
We talked about what a boy’s face and posture would look like if he were angry, sad, or excited, and how to describe that in words. Then I had volunteers come to the front and walk like someone angry, sad, sick, old, or excited. The class called out descriptions of the body movements (facial features, arms swinging, shoulders slumped, stumbling, skipping, marching etc.) that portrayed the emotion. Suddenly they began to see how they could “show” these actions in their stories instead of simply “telling” the reader that the character was sad or happy.
We talked briefly about similes (and metaphors for the older group). Wow, did they come up with some doozers! At this point I had to remind them not to overload the story with these, but to sprinkle in descriptions as the story progressed in action or conversations.
Next, we had fun with thirty-six Character Trait cards (ten seen at left) that I purchased from Amazon. I had them each choose a positive trait and a negative trait and to explain their choices. I asked them to describe the animals in the picture illustrating the trait. We talked about how they could write about the kind of person (animal) their character was by using these traits (such as, mischievous, responsible, persistent, mean, honest, loyal, etc.)
As an exercise I had them use these two opposite traits and write a short paragraph in their workbooks, describing how that character trait would look in actions. “Harmony was dishonest because she….. or Timothy was peculiar because he….”
For another exercise, I had them draw a large “T” diagram on one page, labeling the left side “What a character looks like” and the right side” How a character behaves.” They made a few comparisons from their own story characters. At home, they would make more of these diagrams and fill them in for other characters, or ones from books they liked.
For the older class (all boys, and most writing sci-fi or fantasy) we delved a bit deeper into making their characters memorable by using various ways to describe physical as well as personality traits. They practiced describing a character in an action scene (showing fear or bravery without actually using those words) and played around with using an occasional quirk, flaw, or unconscious mannerism to reveal hidden traits.
We talked about body language and how personal beliefs and moral standards could affect their characters actions and words in certain situations. These t’weens and teens also enjoyed acting out emotions and physical limitations while the rest of the class called out descriptions. It’s a great exercise in noticing small things and putting them into words. Their favorite was imagining a large magnet across the room, and a piece of iron stuck on various parts of their body (forehead, stomach, etc). They were to show being pulled by that force and trying to resist. (Some were hilarious!)

These boys also wanted to read from their stories, using some of the descriptions they’d learned inserted here and there.
I think they got it! By George, they got it!
(I can’t wait to read the complete exciting, imaginative tales!)
At the end of the two-hour sessions, I sent both groups home with assignments to sharpen their skills. Hopefully they will follow through and I will have a new pack of stories to post on my blog, with characters you can clearly imagine, love, or love to hate.
I love these kids, and I really had fun…. as you can see!

Post Script: I used several limericks in the classes, to illustrate teaching points, add humor, and keep the class attentive. One of the kids in the older group took one of these limericks, combined it with a vocabulary assignment from his home school writing class and came up with a HILARIOUS story – The Virtuous Walking Fish. Check it out too, and leave a comment for Jacob K.



The “This” in my current title (I’ve used a similar title before) refers to BBC audio-book plays. The “That,” is my name being used in a novel. I don’t think the two are connected, though I’ve experienced writing ideas and connections coming at me from surprising directions. As I found out with my current WIP.
path of—how the essence of the character, the basics of the plot, and setting, are all capsulated into two-to-four hours of narration with a few sound effects to produce a really enjoyable play/radio adaptation. Though I’m still thinking about this particular tightrope, I have noticed in my latest edit of my latest WIP my “what’s necessary” filter seems heightened. Of course, there are items not crucial for a “hearing” experience, that I still think are necessary to the reading experience to enable escape to/into a different world through a character’s eyes. Indeed, both well done BBC plays I’ve heard, and many loverly novels I’ve read exemplify story-telling at its best–but from different perspectives.
WIP that I just didn’t like! I changed a name, and with that simple revision the “underlying” plot fix popped right out—A change of character emphasis, and whose mind to start the darned thing in. Now I’m back to Rhodes The Caretakers rewrite/editing. Hope to have out by July…
A Synopsis just to whet your appetite…
The Authors
by Gayle Bartos-Pool
As for scads of editors available to help you whip your novel into shape if you do land a publisher, that privilege goes to the top five percent of the authors under contract to those last few publishing houses in existence. The other ninety-five percent and basically all the writers with smaller houses are usually asked to furnish a finished manuscript with every typo fixed and every misspelled word corrected. And don’t forget, you will have to make sure you have used the correct punctuation. If you’re lucky enough to find a small or medium size publisher who will glance at your work and run an editing pencil over it, lucky you.
Polishing the Gem
There is another reason why this


My husband, Will Zeilinger and I co-write the
As a co-author we agree on location first when we start a new novel, then comes the murders, victims and culprits. In

We both looked back at the red carpet, looked at each other and realized, Hollywood is known for its red carpet affairs, and various award shows.


Flash forward quite a few years. I eventually started having novels published. I loved it! But I also learned that part of attempting to be successful was that

I have just returned from a long weekend in Vancouver
It was a great time to meet up with old writer friends like Stephen Buehler, who’s short story is in the new collection Murder-a-Go-Go, novelist-sommelier Nadine Nettmann, now Arizona resident and ex-fellow blogger Kate Thornton, Travis Richardson, Craig Faustus Buck, award-winning Scottish Catriona McPherson, and award-winning Brit Rhys Bowen.
Another thing that was pointed out was 
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