Tag: Creative Writing

Demystifying Book Writing Part II

book for mystifying blog

I am in the process of writing another small book. A particular kind of concentration is required to complete this project.  There may be people who write from pure inspiration; that’s not me.  Inspiration is essential but not enough. Information is equally important, and patience.

The idea for my book took root only a couple of weeks ago. I had been itching to start on a book for a while but needed to hit on something that grabbed my imagination. Once I got the idea it germinated for a few days. Then I started reading. As I read I began to understand what I needed to learn about my subject. At that point my plan was taking clear shape.

However, I never know if a plan has ‘legs’ until I put words down on paper. Usually I just jump in. I find pictures that are interesting, and random bits of fascinating trivia. I’ve grown familiar with my subject by this stage, so there’s context in which to place the material. This is one of the best parts about writing. I know so much more than I did,  because I’ve been studying.

I love that.

As I put material on paper the practicality of my plan is either validated or not. Often the words lead me in a path that diverges from the original plan. That’s also something I enjoy. When this happens, I’m not just writing for others; I’m also writing for myself. Often I inflict my excitement on family and start to tell them about my discoveries.  This exercise is very helpful and I am grateful to my family for the kindness they extend to me.

The need to frame my thoughts into words that make sense to other people–my family–requires discipline. Not only must I speak logically, but I have to honestly observe the reaction to what I believe to be fascinating information. If people are bored, I’m in trouble.

On the other hand, if my family shows more than polite interest in the material I share, there’s a good chance my intended audience will be engaged.

I’m pretty sure where my current book is going, what my next step has to be.  I certainly know where the book finishes (although sometimes I may be surprised by that).  The beginning is down; the path is set.  The middle will be an adventure as I follow the stepping stones, the highlights of history that will direct the story I would like to tell.

One thing I can’t lose sight of is the audience.  If the attention of the audience is lost, so too is my objective.

The way I go about writing a book certainly will not work for everyone.  My ambition in my current project is very modest.  The intended audience is young people, though I anticipate that the occasional mature reader who stumbles upon the book will not regret the experience.

I love to write.  When I’m finished with a book, I pass it on and hope it has a life of its own. For anyone who creates anything, that is a miracle every time it happens.

by Categories: Book Writing, Creative Writing, Education, History, Learning, powerful language, Writing expressively, Writing TipsTags: , , , , , , , Leave a comment

Demystifying Book Writing, Part I

accent picture creating

For most of my life writing a book seemed out of reach.  Sometimes I would begin to write, but then couldn’t hold onto the idea.  I felt as though I was grabbing a handful of sand.  My project had no cohesion and the objective quickly fell out of view.  The problem of constancy ended on the day I decided to write about something very specific; I kept that clear goal in mind through to the end of the project.

Writing my first book was a struggle.  Though the sense of holding sand was gone, I still lacked technique.  The endpoint at least gave me something to head toward but this vision was not a compass.  Many times I got lost and wasted time exploring tangents.

Producing my book was difficult, but instructive. The experience  taught me that book writing is like any skill;  it can be developed even if the spark of genius is absent.

For me, the first obstacle to writing was psychological.  I needed to overcome the belief that my book had to be a masterpiece.  I came to the understanding, as years passed, that a masterpiece probably wasn’t ever going to happen for me.  This realization wasn’t depressing; it was a license.  Even if my words would not be immortal, they could still be effective.  Being effective might just be enough.

Once I swallowed this bit of realism, I asked myself why I wanted to write.  Humility came to the rescue.  I enjoy it. And there’s always the possibility that my words might have influence.  These two reasons were sufficient to sustain my ambition.

Time has proven that I was correct to continue writing.  My first book was by no means brilliant, but it was serviceable and it received recognition from at least one national organization.  True, the organization wasn’t literary; it was a charitable foundation.  I’ll settle for that.

My writing has value.  If I didn’t write, that value would not exist.  Plus, I’m having a blast.  I’ve developed a skill, a knack for turning out books that are worthwhile and very readable.  The more I write, the better I get at it.

I know how to put a book together.  There are people I’m certain who are wishing, as I once did, that they could grab an idea, hold onto it and write their first book.  With this blog, and the one that will follow, I hope to give some of these aspiring writers a few clues about how to proceed.

It is not a lack of modesty that allows me to take the liberty of offering suggestions about writing.  I was once a teacher.  It is natural for me to share what I know.  As an experienced teacher I understand that some will want to listen and learn, and some will not.  But once again, humility comes to the rescue.  I’ll settle for helping just one or two people.  If my blog helps only that number, it will have been worth the effort.

Stay tuned for Part II.

by Categories: Autobiography, Creative Writing, Education, Family Legacy, LearningTags: , , , , , , , 1 Comment

Creative Writing and the Brain

brain imaging activity NIH 2
These pictures show magnetic imaging impressions of brain activity. These reflect responses to specific visual stimuli. On the left, the subject was looking at faces. On the right the subject was looking at houses. The MRI frames were provided by the National Institutes of Health.

Just about everyone agrees that writing is an essential skill.  Even the most frugal educators include at least some writing instruction in their curriculum.  What modern science is teaching us is that writing is not only a skill; it is also important in brain development.

Neurologists, with the aid of imaging technology, have been able to pinpoint the areas of the brain that are activated during specific creative activity. This applies not only to writing, but also to music, drawing and even “brainstorming”, which is preparatory to creative work.

During  creative writing activity, the right and left hemispheres of the brain interact with each other.  Although creativity is considered to be  ‘right brain’ centered, it seems that to complete the creative act, the left brain has to kick in.  This phenomenon was observed not only during the writing phase, but also during the period preparatory to writing, when ‘brainstorming’ takes place.  Visualizing, imagining material to be written, precipitates  coordination of different parts of the brain.

A study from the University of Greifswald, Germany looked at brain function in experienced writers.  The individuals in this group had highly developed writing skills.  The brain images of the writers showed increased prefrontal and basal ganglia activation. Also noted in the images was an increased development in the right cuneus, which is involved in reading processes.

Another  study at the University of  Greifswald looked at the creative writing processes during various stages of the work.   The authors of the study noted changes  in brain activity as the work progressed.   In the planning, or brainstorming phase, “cognitive, linguistic, and creative brain functions mainly represented in a parieto-frontal-temporal network” were activated.  During the actual writing phase,  “motor and visual brain areas for handwriting and additionally, cognitive and linguistic areas” were activated.   The authors of the second Greifswald study were careful to distinguish between groups that engaged in creative writing  and those that merely copied material.  The verbal association and integration patterns evident in the creative writing group were not evident in the brain images of the copiers.

Traditionally, creative writing has been part of many school programs because basic writing skills are important and creative writing is considered to be a nice extra curricular activity.  Perhaps it is time to reexamine the importance placed on writing and other creative activities.  Science seems to show that brain development is enhanced by exposure to creative exercise, whether that exercise is in writing, music or art.  Each of these areas seems to activate different parts of the brain.   Educators–and that certainly includes parents–should consider the evidence and think about considering creative activity to be as essential as the established pillars of education: Reading, Writing and Arithmetic.

the three rs John_Chippendall_Montesquieu_Bellew
Master of one of the three Rs, John Chippendall Montesquieu Bellew. Here Mr. Bellew is giving a public reading. He enjoyed a reputation for being a great orator. Image derived from a cartoon, 1873. Copyright expired.
by Categories: Creative Writing, Education, Home Schooling, Learning, powerful language, Reading, Reading Development, Science, Students, Writing expressivelyTags: , , , , , , Leave a comment