Cricket McRaeIn early November I received an email from a local high school sophomore. She was looking for a community mentor to help her with the personal project she was doing for the IB program she was in. She wanted to write a novel.
I agreed. Meet once a month for six months, answer questions, give advice and encouragement. No problem.
Well.
First off, she didn't just want to write a novel. She wanted to write a novel and get it published. The first time we met, in the second week in November, she said she planned on having the first draft done by the end of the year. It was right there on the goal sheet she'd worked out with her project advisor. Six weeks, one book.
Okay, I said, and to her horror brought up the calculator on my phone. To write a 250 page book she'd have to write 6 pages a day. Every day. And it might a good idea if we met more than once a month.
With a relieved expression she waved it off. "Oh, I can do that."
And she did. In fits and starts, around school, advanced homework, violin lessons, orchestra concerts and travel for speech and debate, she wrote a book. The last seven chapters hit my inbox at 12:30 a.m. on Tuesday. From what I can tell from all the chunks -- she's putting them all in one file now -- it's over 300 pages about a group of teenagers coming of age.
I'm so stinking proud of her.
It's rough, and she realizes that. On Tuesday she was ready to start rewriting. I reviewed all of it as she wrote, and very deliberately kept my feedback to structural, character and plot issues. Left her writing alone, not wanting to trip up her considerable momentum.
The writing has a crazy, raw vibrancy. Some places it's nearly unreadable, others are crisp and spot on. Some of the dialog is amazingly good, other places she's feeling her way with the characters and it shows. She's learning how to show rather than tell, and has a real knack for describing characters.
I handled the text-y dialog (OMGee Yay! jsyk) and the occasional dip into hip-hoppity lingo all right, fo' shizzle. Then toward the end of the book I cottoned to the fact that a lot of the dialog between the teens is in song lyrics.
Pointing out a particular line, I asked her about it. The look she gave me was full of pity. "You don't know that song? It's Queen."
Hrm. I know that look. See, my brain is the place song lyrics go to die. But I recognized what she was doing, finally, because I live with a musician, and he quotes songs all the time. Sometimes I notice and sometimes I don't.
"Do kids actually talk like that?" I asked.
"My friends and I do all the time. It's like a code."
I am so glad I'm not in high school now.
So my mentee is plunging back in to her book. She has three months to rewrite and research publishers (and agents) and send out queries. I'll be giving her more specific feedback on her writing now, but I don't want to step on her decidedly unique style.
I know a lot of you are teachers, and even more have kids. Any advice?
