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Tuesday, October 8, 2019

Writing - part xx005 Writing a Novel, Modern Education

8 October 2019, Writing - part xx005 Writing a Novel, Modern Education

Announcement: Delay, my new novels can be seen on the internet, but my primary publisher has gone out of business—they couldn’t succeed in the past business and publishing environment.  I'll keep you informed, but I need a new publisher.  More information can be found at www.ancientlight.com.  Check out my novels--I think you'll really enjoy them.

Introduction: I wrote the novel Aksinya: Enchantment and the Daemon. This was my 21st novel and through this blog, I gave you the entire novel in installments that included commentary on the writing. In the commentary, in addition to other general information on writing, I explained, how the novel was constructed, the metaphors and symbols in it, the writing techniques and tricks I used, and the way I built the scenes. You can look back through this blog and read the entire novel beginning with http://www.pilotlion.blogspot.com/2010/10/new-novel-part-3-girl-and-demon.html.

I'm using this novel as an example of how I produce, market, and eventually (we hope) get a novel published. I'll keep you informed along the way.

Today's Blog: To see the steps in the publication process, visit my writing websites http://www.sisteroflight.com/.
The four plus one basic rules I employ when writing:
1. Don't confuse your readers.
2. Entertain your readers.
3. Ground your readers in the writing.
4. Don't show (or tell) everything.
     4a. Show what can be seen, heard, felt, smelled, and tasted on the stage of the novel.
5. Immerse yourself in the world of your writing.
These are the steps I use to write a novel including the five discrete parts of a novel:

1.     Design the initial scene
2.     Develop a theme statement (initial setting, protagonist, protagonist’s helper or antagonist, action statement)
a.     Research as required
b.     Develop the initial setting
c.     Develop the characters
d.     Identify the telic flaw (internal and external)
3.     Write the initial scene (identify the output: implied setting, implied characters, implied action movement)
4.     Write the next scene(s) to the climax (rising action)
5.     Write the climax scene
6.     Write the falling action scene(s)
7.     Write the dénouement scene
I finished writing my 29th novel, working title, Detective, potential title Blue Rose: Enchantment and the Detective.  The theme statement is: Lady Azure Rose Wishart, the Chancellor of the Fae, supernatural detective, and all around dangerous girl, finds love, solves cases, breaks heads, and plays golf.  
Here is the cover proposal for Blue Rose: Enchantment and the Detective
Cover Proposal
The most important scene in any novel is the initial scene, but eventually, you have to move to the rising action. I am continuing to write on my 30th novel, working title Red Sonja.  I finished my 29th novel, working title Detective.  I’m planning to start on number 31, working title Shifter
How to begin a novel.  Number one thought, we need an entertaining idea.  I usually encapsulate such an idea with a theme statement.  Since I’m writing a new novel, we need a new theme statement.  Here is an initial cut.

For novel 30:  Red Sonja, a Soviet spy, infiltrates the X-plane programs at Edwards AFB as a test pilot’s administrative clerk, learns about freedom, and is redeemed.

For novel 31:  Deirdre and Sorcha are redirected to French finishing school where they discover difficult mysteries, people, and events. 

Here is the scene development outline:

1. Scene input (comes from the previous scene output or is an initial scene)
2. Write the scene setting (place, time, stuff, and characters)
3. Imagine the output, creative elements, plot, telic flaw resolution (climax) and develop the tension and release.
4. Write the scene using the output and creative elements to build the tension.
5. Write the release
6. Write the kicker
          
Today:  Why don’t we go back to the basics and just writing a novel?  I can tell you what I do, and show you how I go about putting a novel together.  We can start with developing an idea then move into the details of the writing. 

To start a novel, I picture an initial scene.  I may start from a protagonist or just launch into mental development of an initial scene.  I get the idea for an initial scene from all kinds of sources.  To help get the creative juices flowing, let’s look at the initial scene. 

1.     Meeting between the protagonist and the antagonist or the protagonist’s helper
2.     Action point in the plot
3.     Buildup to an exciting scene
4.     Indirect introduction of the protagonist

The protagonist is the novel and the initial scene.  If you look at the four basic types of initial scenes, you see the reflection of the protagonist in each one.  If you noticed my examples yesterday, I expressed the scene idea, but none were completely independent of the protagonist.  Indeed, in most cases, I get an idea with a protagonist.  The protagonist is incomplete, but a sketch to begin with.  You can start with a protagonist, but in my opinion, as we see above, the protagonist is never completely independent from the initial scene.  As the ideas above imply, we can start with the characters, specifically the protagonist, antagonist or protagonist’s helper, and develop an initial scene. 

Let’s look at a subject that is really ignored in the modern era.  I’m not certain how much this can help your current writing.  I would argue that theoretically, this subject can really help those who write historical and futuristic fiction.  It depends on how your write your historical and futuristic fiction.  There are two ways to write historical fiction—let’s look at this.

The first and most common way to write historical fiction is to write a novel that projects modern ideas and history as historical ideas and history.  In other words to present modern ideas and historical ideas as the same.  I think this is perhaps the most egregious and perverse means of presenting a false view of history.  The author is either completely ignorant of the past, is intentionally attempting to education people in a false view of history, or both.  The real historical world is very different both culturally and socially from our current world.  The true author attempts to convey this in historical writing.

The second and less common means of historical writing is to actually incorporate the past into a novel to convey the actual way people thought and acted in the past.  This approach actually goes back into time to give a complete view of the way the people thought and acted.  To this end, let’s look at how the world changed and how people thought in the past.  This is more of a historical look at the world for the purpose of understanding how the world worked in the past and how people thought and acted.  We’ll use historical information to see what concerned affected their lives. Here is a list of potential issues.  We’ll look at them in detail:

1.   Vocabulary
2.   Ideas
3.   Social construction
4.   Culture
5.   Politics
6.   History
7.   Language
8.   Common knowledge
9.   Common sense
10. Reflected culture
11. Reflected history
12. Reflected society
13. Truth
14. Food
15. Money
16. Weapons and warfare
17. Transportation
18. Communication
19. Writing
20. Education

Education is everything in terms of writing and especially writing novels.  If you remember, really before universal literacy, the novel didn’t have a chance.  Just like every great innovation or invention, the development of an entertainment market caused the novel to be created and to make its mark on human history.

I think you can see the problem with universal education—the results both in terms of products and in terms of effects are devastating.  Let’s look at effects first.

Universal education that is government controlled education is completely ineffective and incapable of educating people.  If you bear in mind its purpose is not to educate but rather to propagandize and provide a means of control for people, then you will understand why education is not ever and will not be effective.  On the other hand, the perception of parents and the users of the universal education system (government controlled education) are under the presumption that their schools are supposed to educate them.  The effects are terrible for society and people.

In the first place, the failure of the government controlled education is very obvious, but the answer is always a new and improved educational program or method.  The old methods are determined to be failures and the new methods are the new panacea to solve the problems of the old.  None of the new methods are effective, but they sure are costly.  New books, computers, monitors, televisions, devices, and all cost huge amounts of money.  All require now consultants, new training, and new stuff.  Money, money, money, the more the better, but it’s never enough and never produces a successful product.  The children become subjects in the wonderful experiment that is universal government controlled education.

Luckily, the purpose isn’t education, and unluckily, the purpose isn’t education.  The problem is that as we know from the age of universal literacy, all that anyone needs to learn is to read.  Books are filled with how to do everything.  Books can teach you to write, figure, calculate, science, math, everything.  All you need is literacy to learn, but millions of students, the customers of the government controlled school are graduated with nearly zero ability to read.  Many are completely illiterate.  According to US government records, 25 percent are completely illiterate—they can’t read.  About 25 percent can read, but not do basic math.  About 25 percent can read and accomplish basic math, but can’t write.  Only 25 percent of the population can read, write, and accomplish basic math.  This isn’t just a tragedy, this is a catastrophe.  Although literacy is the means of entering the levels of the wealthy and taking positons among the politicians and leaders of the nation, the wealthy and the current politicians have no desire to see their positons taken by the poor and underclass.  If everyone were literate, there would not be an underclass.

So, modern education has created two problems for society—lack of mobility because it isn’t educating, and impoverishing people because of failed educational programs that never would have worked in the first place.

As writers, this is a terrible problem for us.  Only the literate read novels.  Almost 50 percent of our market is illiterate and can’t read our novels.  Perhaps another 25 percent won’t read our novels simply because they aren’t really equipped to.  Only 25 percent of our population can possibly be our readers.  I’d like to return to the age of universal literacy in terms of education.                  

More tomorrow.

For more information, you can visit my author site http://www.ldalford.com/, and my individual novel websites:

fiction, theme, plot, story, storyline, character development, scene, setting, conversation, novel, book, writing, information, study, marketing, tension, release, creative, idea, logic

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