The Boy on the Porch by Sharon Creech

Readers: 

I loved this book so much. Here's why: It is...

• Sweet
• Kind
• Warm
• Interesting
• Heartfelt
• Unique
• Lovely
• Sad
• Happy

Writers: 

Here's what you should notice when you read it - because Creech is a master and we can all learn from a master, right?

• Third-person omniscient point of view (seamlessly done)
• Somebody made a rule that children's books shouldn't have adults as main characters. Somebody (aka Sharon Creech) proves that brilliant writers can break rules any ole dang time they want to. So there. (*fist bump, Sharon*)
• The setting is timeless. Other than a truck, there is nothing to ground us in time. Could be 1940. Could be 2013. Who cares? Nobody.
• Every word counts.
• The main characters of John and Marta are brilliantly developed. Notice their lovely dialogue.
• Ms. Creech has proven, once again, that she is the master of setting up a story QUICKLY. (Like, um, first paragraph.)
• Creech is not afraid to make a young reader worry, fret and feel sad. And, come on, who doesn't love a good bout of worrying, fretting, and feeling sad every now and then? What can we learn from this? Don't be a wimpy writer. (At least, that's what I learned.)

A pathetic excuse for a blog post

Advice from an old farmer:

Don't judge folks by their relatives.

Audiobook Giveaway: On the Road to Mr. Mineo's

Hey, y'all!

I'm giving away two, not ONE but TWO, audiobooks of On the Road to Mr. Mineo's

Just leave your name and email address in the comments section or send to me at barbaraoconnor at mac dot com.

 

I'll be drawing the winners on October 1.

Give it a shot.

What have you got to lose?

Things I Love Thursday

 

There are so many interesting things to see....

....on a little ole walk with the dogs.

Love.

 

 

 

 

X Marks the Spot (Part 3)

 Okay, y'all, we've talked about the catalyst of a

story: Part 1 HERE and Part 2 HERE.

So now I pick up where we left off.

The catalyst might also be situational; that is, a situation is presented

that grounds the reader in the story and reveals what the story is about. 

Sometimes the author chooses to ground the reader in character and setting before getting into the action. 

In A Single Shard, by Linda Sue Park, the catalyst doesn’t come until the second chapter. 

The main character is Tree-ear, a poor orphan boy who lives under a bridge with Crane-man. Park uses the first chapter to set up the story: the main characters, the setting, the time-period, the backstory. 

But the reader doesn’t yet know what the story is about. 

By Chapter Two, we have learned about Tree-ear’s fascination with potters, and, in particular, with Min, the most brilliant potter in the village. 

When Tree-ear accidentally damages one of Min’s belongings on page 18, Tree-ear asks the potter, “Could I not work for you as payment?” 
 
Now the reader is beginning to figure out what the story is about. 

On the next page, Min answers, “Yes, all right.” 


We are finished with backstory; we are finished with the setup. 

The action of the story is set in motion. 

Whether your catalyst is a specific action (an inciting incident), a piece of information revealed, or a situation, it should come as early in the story as possible.

Repeat after me: The catalyst should come as early in the story as possible.

7 Opinions

7 Opinions on September 7 about Counting by 7s
by Holly Goldberg Sloan

Counting by 7s by Holly Goldberg Sloan

1. This is the best book I've read in a long, long time.
2. This book should have been marketed as YA.
3. I hope this becomes a crossover book because I am certain teens and adults will love it.
4. Too mature for Newbery (but certainly worthy). *ducks behind umbrella to fend off rotten tomatoes hurled my way* (see note below)
5. Brilliant writing. 
6. You should read it.
7. You should read it.
 

Note: I don't think the subject matter is too mature for Newbery. I think the overall tone and the writing are too mature. Just my opinion.

 

Things I Love Thursday

My summer office

 

 

Progress Report

What I started with:

Um, nothing

 

What I have now:

Light at the end of the tunnel

A Pathetic Excuse for a Blog Post

Advice from an old farmer:

Words that soak into your ears are whispered... not yelled.

X Marks the Spot (Part 2)

Okay, picking up where we left off in our

discussion about the catalyst of a story:

Recap:

One of the most critical parts of the setup of a story is the catalyst. 

The catalyst has two important roles:
1. It starts the action of the story.
2. It defines what the story is about.

Besides action, the catalyst might also be informational, that is, the character learns a piece of information that sets the story into motion. 

A great example of this is Patricia MacLachlan’s Sarah, Plain and Tall: 
 
Papa leaned back in the chair. “I’ve placed an advertisement in the newspapers. For help.” 

“You mean a housekeeper?” I asked, surprised.

Caleb and I looked at each other and burst out laughing, remembering Hilly, our old housekeeper. She was round and slow and shuffling. She snored in a high whistle at night, like a teakettle, and let the fire go out. 

“No,” said Papa slowly. “Not a housekeeper.” He paused. “A wife.” 

We are six pages into the story. 

The action has started with information.

Another example of an informational catalyst can be found in Judy Blume’s Superfudge:

Life was going along okay when my mother and father dropped the news. Bam! Just like that.

“We have something to wonderful to tell you, Peter,” Mom said before dinner.

A paragraph and a half later:

“We’re going to have a baby,” Mom said.

There!

The story has started and is about a boy who is about to get a new brother or sister. Information.

Okay, some of y'all are dozing again.

So I'll save the next part of catalyst, i.e., situational, for next time. 

But before you go, repeat after me:

THE CATALYST SHOULD COME AS EARLY IN THE STORY AS POSSIBLE.

Class dismissed.

The Five Lives of Our Cat Zook

I loved this book.

Great main character.

The Five Lives of Our Cat Zook by Joanne Rocklin

(Thank you, Kirby Larson, for the recommendation.)

Things I Love Thursday

I love charm bracelets.

They are such a wonderful walk down memory lane, since each charm often represents something significant in one's life.

The character of Loretta in Greetings from Nowhere received her mother's charm bracelet and set off on a quest to visit each place represented. That was inspired by my own charm bracelet.

 

Here are some of the charms and their significance:

A Boston Swan Boat: I live in Boston.

An Adirondack chair: I spend my writing days in one.

A dog: I'm a dog freak.

Skis: We used to ski as a family. I was a dismal failure.

A VW Bug: I used to have one.

A shovel: I love to garden.

A spark plug: I'm married to a car guy.

A motor scooter: I wrecked one once.

A typewriter: I'm a writer.

Golf clubs: I like to play golf.

The Eiffel Tower: A trip to Paris

Map of Vermont: Time spent in Vermont

A wrench: car guy

A double decker bus: A trip to London

A trolley car: Trip to San Francisco

A cactus: Trip to the Southwest

A bear: The Smoky Mountains (the charm that Loretta loved)

A heart engraved Murph: My dog, Murphy

A tap shoe: I love to tap dance.

A golden retriever: My two goldens, Phoebe and Ruby

A wooden shoe: A trip to Amsterdam

Map of Italy: A trip to Tuscany, Italy

Palm tree: Family vacations in Florida

Army Air Corps wings: My dad

 

Things I Love Thursday

Toys in the bathroom.

I mean, who wouldn't? Right?

 

Dear Barbara O'Connor

Dear Barbara O'Connor:

Thank you for all the things you do for me and people all around the world. 

You are welcome.

Love, Barbara 

Memories

I'm not one of those people who has lots of memories from a very

young age.

But....I have a few.

I've been reading some blog posts lately about the first day of school (because I follow a lot of teachers and school librarians).

The first day of school is one of the few early memories I have.

When I was very young, my family moved from South Carolina to Louisiana.

I guess the age requirement for starting school in Louisiana was younger than South Carolina, so I was expected to start school unexpectedly. (Yes, I need a copy editor at all times.)

My mother was frantic and worried and neurotic that poor little Barbara would be thrown to the wolves at such a young age.

But, off I went.

To school.

What do I remember about that first day?

The teacher told me I just needed to raise my hand and ask if I needed to go to the LAVATORY.

Huh?

The LAVATORY?

WTH?

She may as well have said, "Just raise your hand and ask if you need to go to the RTIMLGIG831YO^&(^(^^&YP. Okay?"

I was very, very confused.

THAT is my memory of my first day of school.

(And add to that the fact that the classroom had that unfinished painting of George Washington. What's up with THAT?)