The 5 Senses on an August day

Sometimes Lexington, Kentucky is just too darn hot to enjoy the outdoors unless you're at a pool.  But when the humidity drops, it's nice to go outside.  This is when I head to the deck.

On one side of the deck, a big birch tree screens our neighbor's driveway and backyard.  The opposite side overlooks a beautiful garden that has flowers which bloom from early spring to fall.  A row of arborvitae forms a tall green hedge against the back side of our property.  In the back corner of the yard, a thirty-foot Colorado fir tree blocks out the sight of townhouses.  Despite living in suburbia, our backyard is fairly private and quiet.

This afternoon, it's pleasant enough to sit outside on the deck and write at the table. I open the umbrella, scoot the plants to the side and open my notebook.  These are the five senses as I sit down to write.



I see:
robins eating flaming-red seeds from cones of star magnolia trees
a small black and white flicker woodpecker climbing a pole and perching on a suet feeder
hummingbirds diving at one another and taking turns sipping from a sugar-water feeder

I feel:
a light breeze
the soft rattan-woven chair seat
the warm wooden deck beneath my feet
the smooth tile table top
the cool moist clay flower pots

I hear:
chickens (yes, my neighbor has three of them) clucking and squawking
cicadas buzzing and holding notes impossibly long
the water fountain splashing and gurgling

I taste:
warm Seattle coffee slightly sweetened

I smell:
a dampness that hangs in the air after days of rain
chicken marinated in balsamic vinegar, brown sugar and dijon mustard cooking on the grill (ahhh...supper will be ready soon)

Oh, those writers’ guidelines

I've written about following the writers’ guidelines many times on this blog, but the topic is important enough to share again with readers.  

Writers' guidelines help you learn what an editor wants in terms of a submission. They can be usually found on the homepage of a publication. Sometimes, you will have to look in the subheadings labeled "About us" or "Contact."  

Guidelines spell out the specific requirements for fiction or nonfiction.  You will find the expected word count and the specifications for formatting a manuscript. You may also discover the requirements for a bibliography.  Guidelines may even point out the types of stories that are suitable for submission.  Sometimes, you will learn how an editor wants the subject of an email worded. 

Contact information:
Remember to include your contact information (usually email and snail mail) on the first page of a submission.  This is fairly standard even if it's not mentioned in the guidelines. Even though this seems over-the-top, omitting this simple step may result in a rejection.   Keep in mind that editors do not have time trying to search emails for contact information.  

Multiple submissions:  
Multiple submissions are two or more pieces submitted at the same time, whether sent together in a letter by snail mail, or by sending several in one email.  This also includes staggering submissions over a short period of time (like less than a week apart). If the guidelines state that multiple submission are not accepted, don't even think about sending more than one submission to an editor.  While you might think this may increase your chances that one of your pieces will be accepted, this tactic will always backfire.

Cover letter:
As cruel as it might seem, failing to include a cover letter may earn you a rejection.  It's common courtesy to write one when submitting.  Always include a short letter with your submission that describes your work and presents your biography.  It's also nice to close the letter by thanking the editor for her time.

You want to get published, right?  Then, always check the writer's guidelines before writing and once again before submitting.  Sometimes, the requirements have been changed.  Make every effort to adhere to the rules.  I guarantee you that following the writers' guidelines improves your chances of publication.

The Five Senses at S & S

Once a week, I take a French class at the Carnegie Center for Literacy and Learning in downtown Lexington, Kentucky.  However one February morning on my way to class, I only made it halfway up my street.  A car alarm flashed on.  I stopped to have a look and found a flat tire.  My husband left work, came home, and put on a spare tire (bless his sweet soul) in time for me to make it for most of the class.

The next day, I drove to a repair shop to get a new tire.  Knowing I would have some time on my hands, I brought several pieces to edit.

Here are the five senses as I sat down (and tried) to write at S & S Tire:

I smell:
tire rubber—lots of it
strong, bitter-smelling coffee at the help-yourself station

I feel:
smooth leather chairs
a cold breeze as customers entered the shop
a blast warm air from a space heater

I hear:
a sports channel on the television
men chatting about business
the telephone ringing
cars rumbling down the road
zip, zip (lug nuts being tightened)

I see:
an disorderly stack of magazines
a calla lily with a cream-colored bloom
a bucket of toys
lollipops for sale
a candy dispenser machine
two other customers:  one chatting a cell phone, the other going for the coffee

I taste:
cinnamon gum
(I'll have a fresh cup of coffee when I get home)

Action and Conflict

When you write a story for children, action and conflict should play huge roles. Yet some of the submissions that I receive for Kid's Imagination Train online magazine (http://www.kidsimaginationtrain.com/ ) are missing these very important elements.

Let's say a story begins with this scene:  a little girl tells her mother that she doesn’t want to go to school. The mother asks her daughter why she doesn't want to go to class.  The child tells her mother she can't leave home without her pet cat.  Notice that while this scene sets up the plot, it does not have any action.  This is telling. It's a conversation. 

A better way to do this would be by showing.  Now, if the little girl says will not go to school without her cat and then hides the cat in her book bag, the story has action. Through her actions we know that she loves her cat and doesn’t want to be separated from it.  Also through her actions, conflict is set up.  I’m betting the cat will cause trouble in class.  Maybe the cat causes a distraction by playing with students' shoelaces, lying across text books, and meowing loudly during lessons. 

The story should build with more tension that will lead to the climax and finally, to the resolution.  Keep in mind that the ending should also be active.  Don't tell us what happened. Having dialogue at the end of the story doesn’t cut it.  Let there be more action!  Show us how the little girl solves the feline dilemma.  Add a twist or a surprise so that the ending is unpredictable. 

Children’s stories thrive on action.  Without it, a story is simply dialogue and that can create a pretty boring story.  Stories for the young also depend on conflict.  It is needed to make us care about the main character and to drive the plot.  Without conflict, story is stagnant—there is no quest, no job for the main character to tackle.   

It’s easy to figure out if you have action and conflict.  Simply think of the plot of  your story in pictures or scenes.  If you see a character doing something actively, you have succeeded.  You have accomplished incorporating two important elements into your story (and that makes this editor very happy).