Monday, 21 October 2013

Writing and editing with Darren Shan

Writing and editing with

The idea for Cirque Du Freak popped into my head one day when I was sitting in a car, babysitting a young cousin who was asleep on the back seat. The question a writer gets asked the most is “Where do your ideas come from?” The truth is no writer can really answer that. Ideas come or they don’t, as and when they please. The rest of the process, on the other hand, is a different kettle of freaks entirely … A few days after getting the idea, I sat down to flesh it out. I knew a few key details – it would be a story about a boy who runs into a vampire in a circus and reluctantly becomes his assistant – but most of it was a blank. I began asking questions, such as how did the boy realise it was a vampire? Why would a vampire want to blood a child? What prompted the boy to agree to the deal?

This is the most crucial part of the creative period. Constructing a story is like solving a crime. The ideas are the “clues”, and as a detective you have to ask lots of questions to link all the clues together. Sometimes answers come very quickly, as they did with Cirque, and I start to write within days. Other times I might spend months or even years trying to determine the story, asking all sorts of questions, wondering what would happen if I went in one direction, what would happen if I went a different way, what if I added a certain type of monster to the mix, etc.
I didn’t write up many plot notes for Cirque. I jotted down the main ideas on a sheet of paper – I only filled about half of it – along with some names that I could use for the characters, and in I dove. That changed as I advanced through the series, and I began writing up very detailed plot notes, describing as much of each book’s story arc as I could.
Generally speaking, I find that the more work I do in advance, the easier it is to write a first draft, although that isn’t always the case. Each writer is different, and some prefer never to work from detailed notes. For others, a clear and thorough plot guideline is a must. I fall between the two camps, varying my approach from book to book.
When I’ve completed a first draft, I leave it alone for several months. Then I’ll do a rewrite. Then I leave it for a few months and edit it. And again, and again. I find the breaks very important. The more time I spend away from a book, the more objective I can be, i.e. I can see what isn’t working and where it needs to be improved.
          After several drafts, I send the book to my agent, who occasionally makes some editorial suggestions. Then it goes to my editor, and we go through it a couple of times. After that a copyeditor checks it, mostly searching for mistakes and typos and making sure that the style is consistent. Then it ‘goes to proof’, where I get sent a copy of how the text will appear. I can make my final changes at that point, although there is usually very little to do at that late stage. 
I also discuss the cover with my publisher while all of the above is going on, as well as the “cover copy”, which is the text that appears on and inside the cover. With my Zom-B books I also have to decide with my editor on the interior art, i.e. which scenes to ask the artist to draw, and then I monitor his work to make sure it accurately reflects the content of the book.
After all that, I’m done. Well, except for touring around the world to promote it. And signing thousands of copies for fans. And overseeing a movie and manga adaptation. And giving interviews. And answering fan mail. And doing blogs like this. And …
I wrote my first draft of Cirque Du Freak in the middle of 1997, and it was published in January 2000, yet I’m still doing work of one kind or another on it all these years later. I guess, in one way, if you write a book that is successful, you never quite finish with it! 
                                                












Wednesday, 9 October 2013

The Horror Genre: Creating Atmosphere


by Naomi Hursthouse


What is it about the horror genre that continues to grip teenage readers? Two hundred years ago the young Mary Shelley was so enthralled by the ghost stories she heard that her imagination gave birth to Frankenstein. And now, my students still flock to the horror section of the school library, whether it is to read Coraline, The Knife of Never Letting Go, or Lemony Snickett.

We all seem to be drawn to the dark-side for a time, particularly in our teenage years. Being in that liminal stage between childhood innocence and adult world-weary experience, we need to explore the dangerous possibilities of life from a safe place. Horror stories allow us to do this. But these books are not just good for students to pass around as a rite of passage; they are also a brilliant teaching tool.

The horror genre provides many opportunities in the classroom, from creating evil villains to structuring the perfect anti-climax. However, I have found that creating a gothic atmosphere is effective in both challenging able students to write in a more precise and sophisticated way and in inspiring my lower-ability students to 
put pen to paper in the first place.

The key to the perfect gothic atmosphere is not in the setting, as we often assume, but in the  Mary Shelley herself said that she wanted to write a book that would, 'curdle the blood, and quicken the beatings of the heart', a decidedly physical sensation. And Darren Shan, in Cirque du Freak, quickly undermines the premise that scary stories 'begin at night, with a storm blowing and owls hooting and rattling noises under the bed.' For real fear to be ignited in the reader, they need to feel the fear of the protagonist. This is clearly done in Cirque du Freak and in Tunnel of Terror and it is created through the writers' use of verbs

The power a verb has to transform the atmosphere of a piece of writing is astounding. What a difference using 'crept' rather than 'walked' or 'surged' rather than 'jumped' makes!

So, try it yourself in the classroom. Here is an activity to use in class to get your students selecting the best verbs to curdle the blood of their readers:

Download Naomis free Horror Writing class activity PowerPoint[GG1] , and take a look at all the other free resources around our Halloween Book of the Month page!
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Naomi Hursthouse has been teaching in West Sussex for nine years. She has worked as an Advanced Skills Teacher for four years and is currently Head of English at Westergate Community School. She has worked as an examiner for AQA for nine years and has been writing articles and blogs about teaching for Collins Freedom to Teach since 2009. She was born in Dumbarton, Scotland but moved down to the South Coast of England for some sunshine ten years ago. She has finally found it.

 [GG1]Link to Horror Writing_Verbs.ppt