Wearing sensible shoes and a dress with the hem only a few inches above the floor, stuffy old Mrs. Murphy stepped from behind her desk and scanned the room full of bored high school juniors. I figured she couldn’t see me, because my buddy Gary Selby and I practiced the now lost art of Classroom Invisibility.

We developed that carefully honed skill by sitting still as posts in our fifth grade math class seven years earlier, and wishing ourselves invisible for an hour a day, every day, in the hope that Miss Exum wouldn’t call on us to work a New Math problem on the blackboard. After the authorities abandoned arithmetic the year before, I was a lost soul wondering exactly how letters and symbols forced themselves into simple and understandable numbers and fractions.

Each time Miss Exum called our fellow inmates to the board for their fair share of torture, Gary and I remained perfectly still and willed ourselves to blend into the back of the room. We became one with the scarred, wooden desks so old they had inkwell holes in the upper right-hand corner of the writing surface.

In fact, at the end of that year when we rose to leave math class on the last day of school, Miss Exum was shocked to see that the desks had been occupied at all.

This camouflage worked just as well years later in English class, and Miss Murphy’s eyes skipped across the room. “Now that we’ve completed this section on Emily Bronte, your assignment for the weekend is a five-page report on the topic assigned specifically for each of you. Write these down please as I read the titles. Carolyn Anderson, your paper is entitled, A Discussion of the Victorian Themes in Jayne Eyre.”

Since my name was spelled and pronounced differently than Carolyn, and I had no idea what she was talking about, I drifted off into anticipation of a squirrel hunt I’d been promised for the next day. As imaginary bushytails scampered through my empty head, Miss Murphy went through her alphabetical list of tortures until she finally came to the last two.

“Gary Selby. Social Class Separation in Wuthering Heights.”

He groaned beside me. “I only read the comic book version.”

She frowned at the two empty desks in the back and finally located him. “Selby, have you been here all this period?”

“All semester.”

“You’re out of order on my rolls.”

“Wish I could help.”

She glowered in our general direction. “That just added a page to your report, mister.”

I grinned. “Smooth move, Ex Lax.”

She heard me and checked her class roll again. “Humm. Wortham.”

We made eye contact for the first time that year. “Yes ma’am.”

“I don’t recognize you.”

“It’s me. Five foot two. Brown hair and eyes.”

“Doesn’t ring a bell. Maybe you should do something to make yourself distinctive.”

“I’ll grow a handlebar mustache.”

“That would work.”

I went to work on it as she considered her notes. “Your paper will be titled, The Significance of Windows in Wuthering Heights. All right class, I’ll need those on my desk when you come into class on Monday.”

The bell rang and we disappeared like puffs of smoke.

I went hunting the next morning with the Old Man and finished Saturday off by hanging out with my cousin. Sunday arrived and I squirmed beside my grandmother on a hard church pew, vaguely remembering I had something else to do.

It was about six that evening and our black and white TV was tuned to reruns of Disney’s Wonderful World of Color when I remembered I had a paper due. I found the scrap I’d scribbled on and panicked at the title.

There were windows in Wuthering Heights???

I dug out my copy from underneath a pile of Louis L’Amour and Mickey Spillane paperbacks and flipped through the chapters. Yep, the author talked incessantly about windows.

I glanced out the similar opening in my bedroom and had an idea. I wrote, “Wuthering Heights was a good book. The windows in Wuthering Heights looked outside at the sky and moors that are big fields of grass that are not like the grass in the yards we have on my street….”

It drifted on from there and writing as large as possible, sometimes only five words to a sentence, I scratched out the assignment. Mom kept that paper for years, (along with the next year’s particularly well-written ten-page research project entitled, Voodooism), but it somehow vanished through the years.

We know today that windows in Emily Bronte’s work represent the barriers in that society, and I can go on about trapped emotions, Catherine’s memories, good and evil, life and death, and how Heathcliff symbolically let Catherine’s spirit inside by opening a window, but I wonder if Emily had all that in mind as she penned the manuscript.

I’ve always maintained she just wanted to write an entertaining story about her world. What do you think?

Like Miss Emily, tell your story and let the academics hash it out later.

by James Scott Bell
@jamesscottbell

As storytellers, what do we know?

We know that people love to escape into stories in order to get some relief from the slings and arrows of outrageous fortune, aka life.

And we know that to the extent we provide that escape, we increase our odds of making some lettuce at this gig. And we know (or should know) that the craft of writing fiction is not some straitjacket around your creative genius, but a prism though which we refract and unleash the power of story. (See “Story and Structure in Love.”)

These truths do not change.

Which is why I was curious to see what a book offering “photoplay” (i.e., screenwriting) advice had to say…a book published in 1916!

A-B-C of Motion Pictures by Robert E. Welsh offers a short history of the movies and the business of making them. It has a chapter called “Practical Hints on Photoplay Writing.” Let’s have a look.

[The writer] must be certain that he possesses the power of observation that enables him to see the germs of stories in the little incidents that would ordinarily be passed by with scarce a moment’s thought.

This is the power of “What if?” It’s a muscle of the mind that can, and should be, developed by every writer. I used to read the newspaper (remember those?) looking for “what ifs” and marking them with a felt-tip pen. I would flip things around in a crime story (What if that robber had been a woman instead of a man?) or elevate something in an innocuous item (What if the president of the local PTA was on the run from the mafia?)

Most of the ideas would never go further, but sometimes I’d come up with a promising nugget. Like the news item that begins Try Dying and which landed me a three-book contract.

Exercise your head! Ask “What if?” all the time.

He must be gifted with the imagination that will enable him to create a full-bodied story—a plot—from this germ.

Anyone who wants to write full-length fiction needs to have “story sense.” This comes only through reading. Successful writers were readers as kids, or at least adolescents. So you have to have a certain acquired ability to know what a sentence is and how to string them together in some kind of coherent fashion. If you have that, you can learn and apply craft. As Welsh says:

Lastly, he must possess…the knowledge of dramatic principles necessary to relate his story in such a manner that the interest of his audience mounts steadily and is held to the end.

Boom! Can storyteller disagree with that? What’s the alternative? Not knowing or not caring about these principles? Writing merrily along with no thought about craft, then throwing up (and I use that term advisedly) untested, unedited books to befoul the marketplace and not sell?

What is plot? … It is a story woven around a central theme, which is usually a crisis in the lives of the characters. It has a definite beginning, which is at the time when the causes are born which gradually increase in strength and at the last give rise to the events which produce the climax, the height of the suspense and interest. It has a definite ending, which should come as soon as it has been determined whether the crisis overwhelms the characters or whether they pass through it successfully. The ideal plot is the plot of struggle, whether physical or mental.

Yes. I define plot as a life and death struggle met by a character exercising strength of will. Death can be physical, professional, or psychological. Think about the most popular novels of all time, and you’ll see a death struggle, an increase of “suspense and interest” leading to a climax followed shortly by THE END, thus avoiding anticlimax.

You do not have to follow your characters to the grave; the interest of the audience is over when the crisis is past. You may spoil the effect of a good story by trifling with its interest after that. That is part of the story-teller’s art that we spoke of as the third essential—the ability to know where to begin the story, so that no time is lost in useless detail, while at the same time making the necessary points clear, a knowledge of what incidents to introduce and how to group them so that they merge smoothly into the climax and the gift of stopping when the story is done.

Did you catch that? [T]he ability to know where to begin the story, so that no time is lost in useless detail. He would have loved our first-page critiques!

Make certain that your story is good by all the tests you can devise…

I have a great first editor (and wife), and excellent beta readers who see things I’ve missed. I know if I don’t fix them, readers will pick them up and experience “speed bumps” in the fictive dream. That increases the odds they’ll pass on my next book. No thanks. It’s worth the extra effort to polish the book.

Finally:

Typewrite your manuscript. Here are other rules of the game which the beginner often disregards: Write on only one side of the paper; use white paper about eight and a half by eleven; put your name and address on the first page of the manuscript; and, most important of all, enclose a stamped and addressed envelope for the return of the story should it be unavailable. Make carbon copies of all your stories.

Remember that! Stock up on carbon paper and don’t forget that SASE!

Ahem.

And there you have some timeless truths about storytelling. Ignore them at your peril.

By John Gilstrap

One of the great cliches of writing seminars is that prologues are a mistake. For new writers in particular, prologues are purportedly seen as solid evidence that an editor or agent should reject the story out of hand. To include a prologue, it is said, is to doom your chances of selling your book. Is there any truth in this trope? Of course there is. That’s how tropes are born.

Yet, when I go to conferences and agree to critique the first few pages of a manuscript, a solid double-digit percentage of the submissions are prologues, and they fall into two broad categories: the teaser and the backstory dump. The teaser prologue typically presents a character in crisis only to break away at a cliffhanger moment before we turn the page to Chapter One. The backstory prologue often presents a scene from our character’s past by way of explanation of the events that will be revealed beginning at chapter one.

The teaser prologue more often than not presents itself as an exciting coming attraction, as if to tell the reader, Honestly, don’t be turned off by the first five boring chapters. It’ll get interesting, I promise. Maybe it will, but even in the best case, the writer has tipped their hand to peril that we, as readers, know is coming. The prologue squanders drama, and there is no greater sin. The better solution would be to rewrite the boring chapters so that the exciting story builds consistently.

The backstory prologue screams to me of a structural issue with the story. Relevant events from a character’s past are better revealed as references during the front story. An example I like to use when I teach deals with Harry Potter–specifically with regard to the need to start a story in the right spot. When I ask the class when Harry’s story begins–not where the book begins, but when the story begins–ten out of ten students will agree that it begins with Hagrid delivering infant Harry to the Dursley’s doorstep. And they are wrong. Harry’s story begins when his parents were themselves students at Hogwarts and giving Snape a hard time. I personally believe that JK Rowling was a genius to start the story in the middle and bleed off the details of backstory as the front story progressed.

“But I really, really, really need to reveal events from the past in order for the book to make sense.”

It happens. This is why tropes are not rules. Some prologues are, in fact, necessary and work well. It’s all in the execution. My upcoming Irene Rivers series debut, Burned Bridges, opens with two teenagers disposing of the body of another teenager. I call that scene Chapter One. Chapter Two opens with “Thirty-five years later.”

See what I did there? I could legitimately have called that opening sequence a prologue but I chose not to because I didn’t see the need. The P-word has enough of a bad rep that I chose to avoid it. To be really honest, I waffled back and forth on whether I should cut the scene altogether, but I chose to keep it because a) it’s a cool, very relevant scene that b) helps with a future reveal and there was no other place to put it but at the beginning.

Here’s my advice, then:

1. Make sure that every scene in every chapter is engaging;
2. If prologue feels necessary, consider the possibility that you’re starting your story in the wrong place;
3. When possible, reveal backstory judiciously via the front story; and
4. If you cannot avoid including a prologue, consider calling it Chapter One instead.

Did I miss anything? Do you think I’m way off base here? Please leave a comment.

Oh. Any Happy New Year!