Tag Archive for Books for Boys

Writing Process: Six Innings

I’ve never had a particularly good memory. Most of the details are lost, but essences remain. As a writer, those essential feelings are what feed my books.

However, when it comes to baseball, I do have startlingly vivid recollections. Here’s one of my favorites:

When I was little, I used to throw a rubber Spalding ball against the back of my house for hours at a time. I filled notebooks with imaginary lineups and kept score. I pitched against all the legends of the game, past and present. One week my grandparents came to watch over the horde (remember, I was the youngest of seven) while my parents were away. Now let it be known that Grandpa needed his afternoon naps. But whap, whap, whap, there was little Jimmy throwing that ball all day long.

Instead of getting mad, or forbidding me from doing what I loved, Grandpa went out and shocked me by buying a brand-new pitchback. It was the most beautiful, unexpected gift I ever received. Sploing, sploing, sploing — now I hurled hard baseballs, real baseballs, almost soundlessly against the net. While Grandpa napped contentedly.

Like many boys, I played out fictional games in my imagination. And I talked to myself in a half-whispered mumble, announcing the action: “Jerry Koosman into the windup . . . it’s a hard smash back to the box . . . Koosman snares the line drive . . . inning over . . . the Mets win!”

Reflecting back, I realize those were the first stories I ever told, the beginnings of my life as a writer, working through a fictional narrative, juggling a variety of characters, with the game itself neatly providing its own beginning, middle, and end.

In Six Innings, I gave that experience to a minor character, Max Young, who finds himself on the mound during a crucial spot in the 6th inning:

The relief pitcher, Max Young, is not nervous. He has been in spots like this hundreds of times before . . . with one important difference. It was never the real thing.

For years, Max stepped into his backyard, walked off the proper distance from his pitchback, and entered the limitless realm of his imagination. He played fantasy games in his very own field of dreams. And all the while, Max talked to himself, taking on the voice of the radio sportscaster. Somehow the words made it real. In a barely audible whisper he’d murmur: “Leading off for the Legends team, it’s Tyrus Raymond Cobb. The Georgia Peach . . . .

I’m convinced that hundreds of thousands of boys have done and still do the same thing. I see them on driveways everywhere, bouncing a basketball, looking up at the net, their lips moving, the hushed words bringing a story to life.

Later in the book, with everything on the line, there’s Max again, with a touch more poetry:

One last time, Max is alone in his daydreams, throwing against an imaginary hitter in a game of his own invention. He is the author and the instrument, the pitcher and the ball, the beginning and the end.

Max rocks back into his windup, he drives forward, the ball leaves his fingertips, comes in high and hard and true.

Angel Tatis hits nothing but air. Swing and a miss.

Backstory: A Sense of Smell

Like most people, I have a nose. But mine doesn’t seem to work very well. Smells don’t really register with me on a conscious level. I mean, sure, I get the big unavoidable ones, like fresh brownies in the kitchen or dirty diapers on a toddler. But I’m not a guy who is going to smell a glass of wine or a bowl of soup; I just throw that stuff down the gullet and move on. I’m sure that on an unconscious level I respond to many smells. Who knows, on some animal level I’ve probably formed personal likes and dislikes, felt attracted or repelled, based on odors — not that I’d know it.

Good writers, I think, strive to engage all the senses in their writing. For me, when it comes to the sense of smell, that means work. It doesn’t come naturally. When I was writing from Trey Cooper’s point of view (POV) in Along Came Spider, I knew that I was writing about a sensitive kid. A boy who smells things. The book loosely alternates POV between Trey and Spider Stevens. In Trey’s chapters, I made an effort to bring the sense of smell into the descriptive passages. Part of his affection for crayons comes from that comforting odor, that sweet olfactory sensation, entangled in childhood memory, the smell working on him on some deep level. Crayons feel safe. Therefore in this book, when Trey encounters people, smell is often part of the description.

Of the classroom aide, Mrs. Mowatt: “She was large and overflowing and smelled of cocoa butter.”

Of Ryan Donovan: “Ryan was loud and his face was too near and his staring eyes hurt and his mouth smelled like garlic.”

On the night sky: “The air was cool and smelled of pine and moved like a panther from rock to rock.” And: “The smell of decayed leaves and the corpses of flowers filled his nostrils.”

On the library: “Trey glanced at the shelves that lined the walls, the new books, the smooth polished tabletops that smelled of Lemon Pledge, the chairs tucked in and neatly arranged.”

And so on. It was just a little thing I did to build character, nothing major, one attribute that I gave him which seemed consistent with his condition. He smelled things . . . even if I didn’t.

By the way, my daughter Maggie has a heightened sense of smell. She’s always commenting on various odors (some of which her father carries, alas, and Maggie frowns upon — she hates peanut butter breath). We were in the car the other day; I was driving Maggie and a friend to gymnastics. The subject of the mall came up. Maggie stated that she did not like the mall. Her friend, Katie, an enthusiastic shopper, was surprised: “Why not?”

“I don’t like the way it smells,” Maggie said. “It’s all . . . buttery.”

Funny, right? But then you think of those pretzel shops that are everywhere, and the movie theaters with buckets of popcorn drenched in a yellow liquid vaguely butter-ish something, and the overall pungent queasy smell that pervades, and realize that Maggie is absolutely right.

The nose knows!

More Backstory: Writing Spider

Teachers often ask about “the writing process.” That’s an uncomfortable thing for me, since it seems fertile ground for pretentiousness. But to answer the question honestly, “my” writing process is the only one I can speak about with any author/ity. I can’t really talk about IT without dragging MYSELF into it. So apologies in advance if I come off as just another self-absorbed, belly-gazing ninny. I’m not, really. Honest. I mean it!

So in the interest of discussing “the” writing process, I have to talk about my own. When I began Along Came Spider, I started by sitting in on a fifth-grade classroom (previously discussed here). At one point, after a few months, I tried a different classroom of fourth-graders taught by Mary Martin at Glenmont Elementary. Now one of the things I love to do is look at everything hanging on the walls. I copy a lot of it down, word for word. One of the posters I found, evidently penned (markered?) by Mary, was this:

CREATING SOME SMILES

Say Something Nice to Someone

You look nice * Hello! * Thanks for your help * Way to go! * Nice day, isn’t it? * A-OK * Bravo! * Well done * You are awesome * Keep up the good work * Remarkable * You rock * I know you can do it * How are you? * Super * You’re the best * Cool!

Somewhere along the line I combined that poster with a specific character and a specific event. The character was Trey Cooper, a boy who struggled with social cues. I imagined what he might make of such a poster, how he might interpret it, find it helpful, or possibly confusing.

Then I remembered a moment in Chris Porter’s classroom, something I had scribbled about in my notebook weeks previously. This is exactly what I wrote on 2/2/07 while in that classroom, here in it’s crude form, lifted from a spiral notebook:

Here’s Ms. Porter getting the class’s attention for a social studies lesson. She’s explaining something when — whirrrrr — you can see the eyes spin in her head like the wheels of a slot machine. She stops and looks, there’s Lee , sharpening a pencil. Ms. Porter had a rule about that, and it made her crazy when it was broken. She gave her students a lot of freedom — they were fifth-graders after all, the crowned kings and queens of Erstwhile Elementary, and, in turn, Ms. Porter expected her students to behave maturely, to act further along the evolutionary spectrum than the chimpanzees they sometimes resembled.

Of course, none of that survived even the first draft of the book — except for the basic dynamic of the scene. Here’s how that scene actually concludes in the final version, Chapter Two, pp. 14-15. Note that I moved the point-of-view closer to the character (now named Trey, not Lee), and away from the adult teacher’s perspective:

Mrs. Wine was looking intently at him, hands on her hips, lips tight, like she was sucking on a Sour Patch Kid. The tips of her ears had gone bright red. Three rhyming words — hips, lips, and tips — all signaled Mrs. Wine’s unhappiness. Trey was getting better at figuring these things out. Hips, lips, tips. Hips, lips, tips.

“Are you finished?” she asked.

Trey thought for a moment, considering Mrs. Wine’s question. He decided that it was a trick question, one that he had better not answer (since, of course — obviously! — he was not finished, nowhere close, for he still had seven pencils to go). At the same time, she expected a response of some kind. Mrs. Wine stood looking at him, that sour expression still on her face, waiting for something.

Thinking of the poster, Trey blurted, “A-OK!”

“Excuse me?”

“Super!” Trey exclaimed, beaming.

“Please take your seat, Trey. We’ll discuss this later.”

“Mrs. Wine,” Trey answered, “you are awesome . . . and you rock!”

Strange, Trey thought as he made his way back to his seat. Mrs. Wine didn’t smile back.

Something must be wrong with that poster.

Fan Mail Wednesday #11

Wednesday again? My God, where do they come from?! It’s like the savage hordes coming over the hill, but instead of sword-wielding huns it’s, um, hump days. Well, let’s see what’s in the old mailbox, shall we?

Full disclosure, this is an abbreviated, slightly edited version of an email I received today:

I have been a Little League President for the past eight years. My son and I read your book, Six Innings, together for summer reading . He actually read without my nagging! He loved it! He so related to Colin’s and the benchwarmer’s feelings. In fact, at a league meeting last night I encouraged all the managers to read along with their boys. Thank you again for putting in words the experiences that are so meaningful to all players.

I replied:

I appreciate the kind words. Like you, I’ve been very involved with Little League for the past ten years or so (I’m currently BURIED with “Fall Ball” details). You know, I remember the first signing I did for this book. I assumed that I’d be seeing all sorts of baseball-crazy boys — the star athletes — and it surprised me at first when a lot of the boys looking for signatures were clearly not star players. They were, of course, the readers. Or, as I thought to myself, they were the boys who maybe loved the game, even if the game didn’t love them back. I think it’s so important to remember those kids. The ones who struggle to catch a ball or make a hit. We tend to focus too much on All-Stars and the so-called best players. That’s why I focused on a typical team, rather than a team of All-Stars in, say, the Little League World Series. I wanted all types. I’m glad that I had Patrick Wong on that team, the boy who wasn’t a star, full of doubt and worry; and glad, too, that when he made a play it was a simple one. He didn’t suddenly hit a grand slam. He hit a foul ball. He worked out a walk. He caught a grounder (and, yes, struck out twice and made an error, too). But he contributed in his way.

My best,
James Preller

Various & Sundry

I’m feeling scattered — first day of school tomorrow! — and can’t quite get focused for much blogging. I’m also trying to help organize Fall Ball for Little Leaguers, where I’ll be coaching two teams, so I’m feeling a little overwhelmed.

* Today I found a nice little review from Tina Zubak who mentions BOTH my recent hardcovers at the Pittsburgh Post-Gazette. Her lead: Boys do read. She concludes on Along Came Spider.

Spider and Trey’s relationship heals in a way that leaves them stronger. “Along Came Spider” is remarkable for its accurate and sympathetic portrayal of Asperger Syndrome, a real-life condition that’s being diagnosed more and more among boys lately.

* Last week I handed in my revision for Bystander, a novel set in a Middle School that revolves around bullying. The research on this was exciting, illuminating, frightening. Very excited about this book (best ever). I wanted it to be a little creepy and hopefully I succeeded. The day after I hand something in, there’s always a part of me that wants to grab it back. For example, I KNOW that I overwrote one chapter in particular; it haunts me; I need to cut out the fat and pare it down to the bone, but for now . . . it’s off my desk.

* I’m at a funny stage where I’m actually starting two new books. So it’s all about free-thinking and random ideas and trying to figure out plot strands, characters, etc. That is, I’m committed to writing two books but I’m not sure what they are about! Yipes.