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Packing Emotional Punch: Connecting with Readers

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Children’s Concert by George Iakovidis via Wikimedia Commons

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The stories that stick out the most in my memory tend to be stories where I related to the characters somehow, really felt for them.  Creating this feeling for your readers is not just about putting your characters through some tough times on their way to triumph (although that’s generally a key ingredient in plot).  We pack emotional punch by helping the reader to connect with what the main characters are going through.  If the reader doesn’t care a lick about what happens to the characters, your story is dead in the water.

How do we pack emotional punch?  How do we connect with readers?

Build tension bit by bit.  The main characters’ reactions to and actions within crisis situations must build up through the story.  In The Shining, wife Wendy at first treats husband Jack with kid gloves when he starts to lose his marbles.  If we didn’t have these build-up scenes of gradually growing tension, it wouldn’t be quite so scary when Jack (inevitably) starts running around the empty hotel with an ax.  Because the tension has been building, piece by piece like a little Jenga game, we’re all the more scared by the time Jack is chasing wife and kid with an ax and a look of glee.

Have a “Save the Cat” moment early in your story.  Blake Snyder’s fantastic screenwriting book Save the Cat describes this more in detail, but the gist of the idea is that your main character(s) must have a moment early on in the story that gives us a reason to care about them.  They must do something that, essentially, reminds us that they are human.  In Hunger Games, Katniss volunteered to take little sister Prim’s place.  In Matilda, little Matilda has a very sweet conversation with the local librarian exposing her innocence and insatiable curiosity.

Include humanizing details.  The Save the Cat moment will go a long way to create this, as well as character tags and general details about your character.  In The Handmaid’s Tale, Margaret Atwood does a beautiful job of both creating curiosity and building a relatable character by, early on, hinting at how much the narrator is afraid to think about.  We get bare hints of the narrator’s past, and, in addition to building curiosity, it helps make the narrator more human than the robot the book’s society is trying to create.

Give the characters a clear goal (or goals).  In addition to being nearly vital to plot, this gives readers something to root for.  If the main character is working toward a clear goal, this gives the character an opportunity to grow and – you guessed it – be more relatable.  You can up the ante even further by giving a secondary character a goal in direct conflict with the main character’s goal.  Sparks fly and create more opportunities to grow and be eminently relatable.  Fun times.

Don’t be overly dramatic.  Melodrama causes us to laugh at characters rather than laugh with them.  If you want to be like Voltaire or Alexander Pope, have at it.  Otherwise, we should all try to remember to temper the dramatic scenes with action or humor scenes in between; action and humor, done properly, can tell us just as much or more about a character as dramatic bits.

Keep it moving.  Time frame (or the perception of time frame) keeps us involved in the story.  If every event is happening one after the other, it matters more than if there’s lots of lag time between important events.  Exposition creates the perception of lag time, whether time is actually lagging or not.  Relevant action keeps the story moving.  If that action is years apart, sum up the intervening years in a few sentences.  Relevant action keeps us involved in the story.

How else can we pack an emotional punch or help our characters be more relatable?  What’s a great story you’ve read that packed an emotional punch?

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Building Complex Characters

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Cain and Abel by Titian via Wikimedia Commons

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One of the best things about good stories is great characters.  In a memorable story, the main character shares the stage with a cast of other similarly complex characters.  We don’t need to have 20 super complex characters, unless you’re writing some kind of epic, but we should definitely have more than one, and almost definitely more than 2 or 3.  Side note/disclaimer: I don’t like stories about man vs. nature where it’s literally just one dude/dudette against the elements, a la Robinson Crusoe, Castaway, Hatchet, etc.; those stories are great naptime inducers.

How do we create these complex characters?

  1. Each of your main ensemble characters should have their own character arc.  That means they have an objective or three.  This is even better if their objectives clash directly with the main character’s objectives – plot fireworks!  For example, in Roald Dahl’s Matilda, Matilda’s little buddy Lavendar wants to be just as cool as the upper grade kids, and this character arc has some serious unintended consequences for Matilda.  When Matilda is falsely accused of being behind one of Lavendar’s pranks (a prank she set up to get in with the cool kids), the ensuing events are set in motion with no turning back.
  2. Be very strategic in your choice of details.  Although it’s very important to include details about our characters (this is something we really must do), a little goes a long way.  In Lois Lowry’s The Giver, a telling detail about main character Jonas’s best friend Asher does double duty, not only revealing a bit about Asher, but contrasting it directly with Jonas:  “Jonas was careful about language, not like his friend, Asher, who talked too fast and mixed things up, scrambling words and phrases until they were barely recognizable and very funny.”  Jonas’s attention to detail and thoughtfulness are thrown into sharp relief when held up next to his sloppy, funny best friend.  (For more on detail, check out last week’s post about character tags).
  3. Dynamic situations.  Situations where characters are forced to reevaluate their stances or their past decisions – these are some great character-revealing situations.  Severus Snape, of Harry Potter fame, presents a fantastic example.  When he finds out that the woman he’s loved since childhood – Harry’s mother, Lily – is in danger, he becomes a double agent.  Even though he carries a deep dislike of Harry, carried over from his hatred of Harry’s father, he changes the course of many lives in his time as a double agent, Harry’s especially.
  4. Your plot should not be able to stay the same if you removed one of the characters.  The characters and plot ought to be so intertwined that you cannot remove a character without affecting the plot.  Can you imagine Top Gun without Maverick?  Not so much.  If you can remove a character without affecting the plot, that character probably didn’t belong in the first place.

How else can we create complex characters?  Who are some of your favorite complex characters?

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Character Tags in Fiction and Why They’re Fantastic

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Sean Bean as Ned Stark via Google Images

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In most memorable books you read, the characters hold distinct places in your memory.  Why is this?  Outside of the overarching plot, what makes characters stand out in our minds?  Character tags help with this immensely.  A character tag is a physical way of being that the character comes back to time and again.  Character tags could be:

  • A common phrase or verbal tic
  • A way of speaking
  • An accent or dialect
  • A physical mannerism
  • A way of carrying themselves
  • A scent
  • A recurring behavior
  • Etc.

For example, in Madeleine L’Engle’s A Wrinkle in Time, 6-year-old Charles Wallace speaks incredibly clearly and calmly and in complete sentences, much more so than the average person.  As a result, even when dialogue tags are scarce, we know when Charles Wallace is speaking.  This also works well because of the contrast it provides to the other main characters.  He works as a foil for his impulsive, belligerent sister Meg.  L’Engle weaves these characters masterfully in a way that helps us relate to both of them.

In Rachel Ward’s Numbers, teenage Spider presents a fantastic example.  Spider moves constantly, restless, and this comes up again and again.  Our narrator Jem describes him as

“He’s big, Spider, tall.  One of those people who stand too close to you, doesn’t know when to back off.  Suppose that’s why he gets into fights at school.  He’s in your face all the time, you can smell him.  Even if you twist and turn away, he’s still there – doesn’t read the signs at all, never takes the hint.”

This becomes a character tag rather than just a description because we see Spider doing these things over and over again.  These mannerisms embed themselves into the story.  You also definitely want to walk the thin line of not using the character tags too much, or you can fall into the accidental comedy category.

Character tags become especially important in ensemble series like Harry Potter or Game of Thrones.  In the Harry Potter series, even though Ernie MacMillan only pops up a couple times in each book, we know who he is because of the proud way he carries himself.  It’s his primary character tag.  In the Song of Ice and Fire series (Game of Thrones), keeping the crazy amount of characters straight is only possible because George RR Martin can throw down character tags like no one’s business.  Ned Stark (not to mention many of the other Northerners in the series) is always saying “Winter is coming” like a mantra.  If someone utters that phrase, we know we’re talking to Stark or one of his people.

What do these character tags do?

  • They make characters more memorable and distinguishable (making the story more interesting).
  • They tell us something about the character.
  • They make the character more real for the reader.
  • They help create tension between characters.

What are good character tags you’ve run across?  What do you think character tags do for a story?

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5 Things I Learned in My First Year of Blogging

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Birthday Candle by Ardfern via Wikimedia Commons

This week marks an entire year of blogging – October 23rd will be my one-year blog anniversary!  Happy Blog Birthday to Novel Conclusions!  In honor of this epically momentous occasion, I’ve decided to put together this gorgeous list of what I’ve learned about blogging.

  • I’m not alone.  There’s this whole community of writers and book bloggers and fan girls and people who just adore the English language.  Becoming a part of this super fun community encourages me to do more inside the writing arena (like participating in NaNoWriMo).  The book and writing community rocks!
  • Bonus:  Interacting with said community drives engagement on your blog.  Who woulda thought?  Catching up on what other writers and book enthusiasts are doing encourages people to drop by your blog and join the conversation.
  • Positive posts/notes/comments get the most love.  There was actually a report done about Facebook recently backing up this idea.  Outside of reports and etc., people in the blogosphere tend to be much friendlier than, say, commenters on a newspaper website or a gossip column – another reason the book and writing blogosphere is amazing.
  • It’s okay to occasionally break the cycle of your blog posts.  Your audience won’t immediately disappear.  I usually try to post about once a week.  Occasionally it will be more often, and sometimes when life is crazy, less often.  However, don’t wait too long between blog posts.  Two weeks is a little vacation.  Two months is more like starting over.
  • There’s a wealth of knowledge in the blogosphere about everything imaginable that’s related to books and writing.  Reading all the posts over at Nathan Bransford’s blog and Mary Kole’s blog would practically give you an MFA.  That’s not even mentioning other fantastic resources like Lynn Price at the Behler Blog or all the other agents and editors and authors with free, abundant, awesome writing and publishing tips. You can even interact with these people by commenting.  Craziness.

What have you all learned while blogging?  What have you done to streamline your blog?  What do you like (or dislike) that others do with their blogs?

P.S.  I also took this opportunity to discover that this blog’s sun sign is Libra, which apparently represents the element of air or intellect.  We can pretend that I planned that. 😉

P.P.S.  This shows a way cool map of indie bookstores in your area (and also confirmed my knowledge that LA is severely lacking in indie bookstores).

Raising the Stakes

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Cliffs at Étretat by Gustave Courbet via Wikimedia Commons

Cliffs at Étretat by Gustave Courbet via Wikimedia Commons

With National Novel Writing Month looming (frequently known as NaNoWriMo), I’ve been thinking quite a bit about outlining.  Last year, I participated in NaNoWriMo without an outline, and the results were less than stellar.  Having an outline helps me write the nitty gritty of the story itself more quickly and more cleanly.

There are all kinds of resources out there to help you outline, but what matters most is what you put inside the outline.  One of the most important things holding your plot together will be the stakes and the ensuing tension those stakes develop.  The stakes for the same situation will be completely different depending on your character.  All of the Bennet girls in Pride and Prejudice had a strong stake in finding good marriages – as soon as their father passed on, they would be penniless and basically homeless if they didn’t have a (good) husband.  On the other hand, Jem in Rachel Ward’s Numbers had no such stake in a good marriage; in fact, I can imagine her scoffing at even the idea of getting married.  The stakes are completely different based on your characters and their objectives.

According to former literary agent Mary Kole, author of Writing Irresistible Kidlit, there are two different types of stakes, public stakes and private stakes.  Private stakes impact your character’s core identity.  Your main character may become completely torn up when her family loyalty is put on the line and she is unable to fulfill her role as the protector of her family (think Katniss in Hunger Games, contemplating her death and what will happen to her family if she dies).  Public stakes, on the other hand, bring in the larger world and the character’s relationship with it.  If the Bennet girls in Pride and Prejudice don’t get married, and get married to the right kind of men, they will be pitied as burdens on the community in addition to being penniless.

Many of the best kinds of stakes are a mixture of public stakes (relationship with the world) and private stakes (personal identity).  In Numbers, if Jem doesn’t share her secret, she may not be able to unravel the mystery in time to save Spider; however, if she does share her secret, people may not believe her, causing further consequences.

It’s important to ratchet up the stakes little by little as we go along, but we also have to take care not to go too far overboard.  Too far overboard can make us move into the realm of melodrama.  Melodrama happens when the characters’ emotions run too high to match their objectives.  If Johnny scratched his hand on a rock, he’s probably going to be irritated but not irate.  If the emotions run too high to match what’s happening, we may lead readers into farce.  Sounding like a sketch on SNL by accident is much worse than sounding like one on purpose.

What are our takeaways?

  • Ratchet up the stakes little by little
  • Include a mixture of public and private stakes
  • Don’t be melodramatic

What else would you add about raising the stakes?  How do you include stakes when you’re outlining?

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5 Things Olivia Blanchard Got Wrong: In Defense of Teach for America

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Detail of Painting by Angelo Bronzino via Wikimedia Commons

Just like Olivia Blanchard (who recently wrote the Atlantic piece “I Quit Teach for America”), I also quit Teach for America (TFA) before the beginning of my second year.  I was part of the 2005 Teach for America Corps; due to gang violence and having to file a police report against 2 teenage students who assaulted another student and me, I quit TFA in April of my first year of teaching.  I do not blame TFA for my resignation; even if I had taken the traditional route to teaching, I may have still wound up in that same classroom with those 2 unstable teen girls.

Though we both quit TFA, the stark contrast between Ms. Blanchard and me is that I still fully support TFA.  Despite all of TFA’s failings, of which there are many, I believe TFA to be the best widespread alternative teaching program in existence, and it has spawned some pretty fantastic, effective educational programs (look up KIPP, for starters).  There are a few arguments that Olivia Blanchard and others have been tossing at TFA, and I’d like to explain why they’re all essentially wrong:

  1. TFA is taking other “more qualified” teachers’ jobs.  Let’s be real here: GOOD TEACHERS DON’T USUALLY STAY AT ROUGH SCHOOLS, especially “bad” middle schools, unless they actually live in the neighborhood.  The middle school where I was teaching English in the Crenshaw District of Los Angeles had a 35% turnover rate.  That means that about every three years, the entire staff was essentially new.  My school was grasping for teachers – we could barely even convince substitutes to come back.  These “more qualified” teachers were not appearing.  Why was there such a high turnover rate at this middle school and at most similar Title I urban middle schools in the US?  Because almost all teachers (not all, but almost all) hate teaching middle school, especially in a school where the average class size is higher than the average amount of desks in a classroom.  Teaching 200 plus hormonal 13-year-olds (rotating classes of about 35 kids each) – who are also involved in gangs, drugs, and underage sex, not to mention problems at home – is a daily lesson in psychological torture, the Marines of teaching.  After you pay two years of dues (and I’m not talking just TFA teachers, I’m talking most teachers), you can go teach at a better school that requires good teachers.  This was a common path.
  2. TFA doesn’t have enough minority teachers.  There were 12 TFAers and myself as first-year teachers at the middle school in Los Angeles Unified School District where I taught, and we were black, white, Asian, and Latino (and yes, I am a white girl, not a minority).  The other novice first-year non-TFA teachers at this middle school were all white.  The large majority of the staff members were white and black in a heavily (75%) Latino neighborhood.  This all means that TFA was actually bringing more diversity to the staff of this middle school (shocker!).  According to the National Center for Education Statistics, 83% of public school teachers in the US are white.  In TFA, fully 18% fewer teachers are white (65% of the corps is Caucasian).  Once again, this drives home the point that TFA is more diverse than the average pool of public school teachers. 
  3. TFA teachers don’t have enough training.  First of all, my summer institute experience was different than Ms. Blanchard’s and closer to what TFA describes.  I don’t remember having any of the forced emotional sessions Ms. Blanchard describes, and I taught angry middle school students every school day, usually for 1-2 hours, in addition to crazy intensive amounts of classes about how to lesson plan and how to set achievable high goals.  Five weeks of teaching summer school and taking classes may not seem like much, but it’s more training than required in many parts of the country (in addition to the fact that the classes taught in summer institute and during our periodic weekend TFA seminars were actually useful and meaty, whereas the professional development taught at my school on in-service days was generally a time to grade papers and tune out the speaker).  In many states, teachers with a bachelor’s degree and no training whatsoever can get an emergency certification where they are taking classes while teaching (which is what we were doing in LA Unified School District as TFAers, in addition to our “inadequate” summer training).
  4. TFA slams other public school teachers.  This may have been something that Blanchard inferred, but this was not my experience at all.  In my experience, TFA wanted to help all existing public school teachers.  In my experience, TFA was helping to shoulder the crazy burden that the government and society have placed on public school teachers.  We all got the idea that we were joining the fight, not creating one.  But perhaps I’m just an overly optimistic human being.
  5. TFA is creating a “revolving door of rookie teachers” (according to Julian Heilig, also cited by Olivia Blanchard).  Of Title 1 teachers in general, in a statistic quoted so frequently in my first year of teaching that it’s indelibly printed on my memory, 50% quit within their first 2 years (and 90% quit within their first 7 years – yes, teaching is ridiculously stressful, no matter which route you take to get certified).  Of TFA teachers, 60% stay in the field of education after their first 2 years.  That’s 10% more than traditional novice teachers.  That means TFA is bringing in a higher percentage of teachers who stay in the field than traditional routes.

Why should anything I say count since I was one of the quitters?  Even though I was horrible at classroom management, I found out around the time that I left that my seventh grade English students did better on their secondary periodic assessments (colloquially known as SPA tests) than any of the other seventh grade English classes in a school of over 2000 students.  They actually learned to write five paragraph essays.  I was more than a little shocked that my kids did so well, but maybe TFA made a wee little difference to my students after all.

Teach for America is making a difference and putting teachers in classrooms where no one else wants to go.  Recently, a Mathematica study has shown that TFA math teachers create more results than non-TFA math teachers in poor schools (equal to about 2.6 months additional instruction), no matter their experience level; that’s pretty substantial stuff.  Teach for America is not perfect, but they are taking decisive action on a problem that many other people only complain about.  That deserves support.

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Grammar Pet Peeves: Annoying Writing Mistakes Infographic

Perhaps it’s a side effect of reading so voraciously when I was a child, but I’ve never had major issues with grammar.  Although my grammar isn’t perfect (no one’s is, really), grammar comes pretty naturally to me.  I’ve never had to study it to inherently understanding parallel structure or compound sentences or what have you.  I don’t strive for perfect grammar, but I do strive for excellent grammar.

As a child, I would embarrass my parents by correcting adults’ grammar (because it was something my parents corrected in my brother and me, I didn’t yet understand at 4 years old that it was rude to correct adults when they used bad grammar).  I’ve since grown out of that habit, but I still get a little nails-on-the-chalkboard feeling when people use incorrect grammar in the written word.  For your grammatical delight (or perhaps you’re trying to learn English grammar?), I’ve found a gorgeous little infographic over at bitrebels.com about the most annoying writing mistakes (and yes, it does have an unnecessary hyphen in “most-annoying,” but we’ll let that pass for now…).

Most Annoying Writing Mistakes - Learn English Grammar - Grammar Goofs - Novel Conclusions writing blog - writing rules - writing tips - infographic

Most Annoying Writing Mistakes via bitrebel.com

One mistake that this infographic didn’t include was when people end a sentence with “John and I” instead of “John and me, or they say “Jane gave it to John and I” when it should be “John and me.”  Egads!  And for me, one mistake I personally am frequently making is spelling the word “happened” wrong — I never can remember whether it has one “n” or two.  Thank goodness for spell check!  Which mistakes really make you want to whip out that red pen?  Which mistakes do you have to keep catching yourself on?

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The Awesomeness of the Oxford Comma

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Among the grammatically minded, you’ll occasionally find heated debates on the Oxford comma.  If you are unclear about what the Oxford comma, Dictionary.com describes it as “a comma between the final items in a list, often preceding the word `and’ or `or’, such as the final comma in the list newspapers, magazines, and books.”

I fall squarely on the side that touts the awesomeness of the Oxford comma.  Why is the Oxford comma so amazing?  It keeps things clean and clear.  Check out the gorgeous infographic below for further discussion.

Oxford Comma infographic - Novel Conclusions - grammar - writing tips - writing blog - literary blog

The Oxford Comma Infographic via aerogrammestudio.com

What do you think of the Oxford comma?  A fabulous clarifying item or just a waste of precious space?

P.S.  Check out a slightly NSFW graphic about this here.

Getting Reluctant Readers Reading: the Grown-Up Edition

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An Interesting Story by Leon Perrault via Wikimedia Commons

If you Google “reluctant readers,” you’ll find quite a bit of material on very young and middle grade readers.  These ideas are absolutely important; however, recently, I’ve been thinking about grown-up reluctant readers.  About 25% of adults will actually go an entire year without reading a single book (craziness!), and most read 6 books or less per year.

Although it would be a whole other post to go into the intricacies of this (see here to start), in my humble opinion, reading enhances everyone’s life, not just the lives of the person who is reading.  Readers become more well-informed, more sympathetic, and more well-rounded than non-readers.  They develop better problem-solving skills from exposure to different ideas.  They develop better communication skills.  We could really go on for a while, but if you’re already here reading this book-related blog, you’re probably already on the same page.  What I’m getting at is that the more we can nudge non-readers into reading, even if it’s just a smidge more than they’re reading now, the better our world will be.  I’m always a fan of making the world a better place.

So how do we encourage others to read more and therefore improve our larger world?

  1. Do not (publicly) judge what others are reading; it doesn’t pay to be discouraging.  It might horrify me a bit that my teenage cousin is reading some disgusting political propaganda book, but at least she’s reading something.  I’m sure there are some five dollar words in there somewhere to build her vocabulary.  It might be disconcerting to sit next to someone on the subway reading 50 Shades of Gray, but at least they’re getting back into the habit of reading books.
  2. Ask about books that they have read.  If you can get someone talking about a book they read that they loved, it might remind them how much they miss reading.
  3. Recommend easy “transition” books (e.g. transitioning from not reading).  The book that finally got my man back into reading was Hunger Games (he picked up my copy, of course, after seeing me wrapped up in it a few years ago).  He spent a number of years after undergrad just reading accounting textbooks and movie scripts (he’s an accountant who used to work in the film industry), and he says that Hunger Games was just like a movie script.  It hooked him, and he stayed up until 2am one night finishing it.
  4. Talk about books you love.  Enthusiasm is infectious.  My mom, my dad, my boyfriend, my best friend, my friend’s mom, and a coworker –among others – have all been talked into picking up The New Geography of Jobs after my enthusiastic description of the book’s awesomeness and its applicability to everyday life.  When I first read Hunger Games, I was similarly excited – though I still haven’t talked my mom into it.  She’s afraid it’s too violent (and she’s into Game of Thrones!  Talk about violence!).
  5. Recognize people for reading.  This may sound silly, but people need to be validated.  A simple “That’s awesome you make time to read!” goes a long way.

How have you been successful in encouraging friends to read?  What could we add to this list?

Glorious Summer Reading

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Sun-bathing Girls in Brittany by Moric Goth via Wikimedia Commons

Sun-bathing Girls in Brittany by Moric Goth via Wikimedia Commons

What makes summer such a great time for reading?  Leading up to summer, even the most trivial magazines and talk shows have a column or segment on “Great Summer Reads” or “Fun Beach Reads.”  As children, we’re all given a handful of books to read over the summer, some more interesting than others.

There are so many other vacation seasons during the year, but for some reason, summer wins as a time to read.  Perhaps it’s because the warm, lazy days lend themselves to sitting in a lounge chair on the beach with a fun read propped up next to a yummy drink under a sun shade.  Perhaps it’s because summertime, as a child, was so carefree that we long to bring that time into adulthood, even through just a few hours reading something escapist.

Something about summer is a little bit magical.  The books you read in summer, on vacation, when it’s warm, seem somehow a little more than they would otherwise.  As a kid, I went to Girl Scout camp in the summers, and my camp had a library of sorts, really just a collection of book crates.  At age 9, I was already in love with books, but I had never read any classics.  In our camp library, I ran across a copy of Little Women (it was an abridged version – I was pretty young, after all).  I devoured that book; I fell in love with Jo and all her sisters, and it ignited in me a desire to read more books that weren’t just about other elementary-age kids.

Which books have been your favorite summer reads?  What do you think makes summer such a great time to read?

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