Working Dad’s Tricks to Writing a Novel in Your Free Time

Pondering when to write your novel. You can’t decide when to actually sit, ponder, and let the writing flow. Below are suggestions of when to pocket snips of “bright ideas” that will eventually be in your novel.

Salesman

You’re a salesmen and work with a companion. So if he or she drives you can jot down ideas or thoughts on your notebook, or laptop or smartphone. Later you can write or edit these great ideas in WORD.

Lunch Break

You have a 1 hour lunch break at work. So eat for 30-minutes and then relax. Well relax as you write down ideas, maybe an outline or may an introduction for your book.

The 1 Hour Commute

You commute 1 hour to work everyday. The car has 2 other people. You usually talk and ask about your friends day or what they did the night before…you know small talk. Well you have an opportunity to write some thoughts down – again on your notebook, or laptop or smartphone.

Basketball Game

You are driving to a professional basketball with a group of friends. It will take atleast 30-minutes to get to the stadium. This is another opportunity to create parts of your book. You may think backwords. You may be thinking of 2 different endings for your book. You may ponder how the book should start. Write something down. Take advantage of the time you have. You will be rewarded for writing down these thoughts. You can always go back and edit later.

Shopping

You are shopping for plants and flowers for your yard with your wife. Again, this is a golden opportunity to write down some ideas for your book. Develop each character. Develop the thesis and maybe an outline or title of your book.

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Working Mom’s Tricks to Writing a Novel in Your Free Time

Trick #1: Write Longhand:

Even the most lightweight laptop is a tricky thing to take to the playground or gym. However, a notebook and pen fit easily into the most crowded diaper bag. (Always put an extra working pen in your purse, in case one does not work.)

“Write longhand while you’re sitting on a bench at the playground.”

Write longhand while you’re standing and rocking a stroller with your foot. Write longhand while waiting for your pasta to boil and while waiting outside of your first ballet class, for your 5 year old daughter. When entering your text onto the laptop later, will give you the chance to revaluate your work with a fresh eye, and fix the errors or edit what’s necessary. You’re that much closer now to a polished manuscript!

Trick #2: Get Your Kids Involved:

Experts say that reading to your children is the best thing any parent can do to bond, raise IQ and otherwise earn mommy or brownie points. Sure, toddlers and older children would probably rather hear “Winnie the Pooh” than “Mommy’s New Novel.” But, can an infant really tell the difference?

Nothing gives writers a better idea of whether a scene, especially one featuring lots of dialogue, is working, than reading it out loud. It can be an ego-crushing experience as you realize that the brilliance you heard in your head doesn’t quite match the nonsense you seemed to be articulating… but that which does not kill you, gets you ready for more editorial rejection later on. And that’s a good thing.

So grab that baby and that manuscript and read it out loud until the prose finally shines. Or your infant is old enough to start requesting a different title.

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How to Write a Children’s Story

1) Think of a particular child you know. You may choose your child, someone from your neighborhood, or someone from your childhood. (You choose.)

2) Think of that child’s problem behaviors. (You choose.)

3) Consider possible short-term negative outcomes resulting from the problem behavior. In other words, think of something unpleasant that you can imagine happening because of the behavior – but nothing too traumatic. For instance, if the child insists on sleeping in his parents’ bed, maybe you imagine his friends no longer coming over because they feel he acts too babyish.

4) Now work backwards from the imagined outcome. For instance:

  • Your son’s friend stops coming over. Why?
  • Because your son no longer has his own room. Why?
  • Because Dad turned it into an office. Why?
  • Because bedrooms are for sleeping and your son is no longer sleeping in his!

5) Take the story arc you’ve just defined, add a beginning.

Start with a happy child [unconcerned] with the problem behavior, and an ending (in which the child chooses, as a result of the negative outcome, to self-correct the behavior), and you should have a complete story ready for writing! These five (5) brainstorming techniques should help your writing juices to flow.

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How to Edit Writing Like a Professional

You can edit your book, if that was not part of your school training. Follow (carefully) the proceeding guidelines, to edit your book.

Ask who the intended reader. As an editor you will need to know, who is the intended audience. You will determine the readability level, the tone of the writing, the clarity, and the use of jargon for the intended reader.

Read the work thoroughly. When editing, read through a piece several times in order to catch as many errors as possible. The first time through, do not concentrate on catching errors. Instead, focus on getting a sense of what the author is trying to communicate. Then, as you read the piece a second and third time, start marking errors to correct.

Do a “spell check” and readability index. Use the spell and grammar check functions in your word processing program to identify possible errors. (*Note, the word possible. We need humans to actually read and proof books, because Microsoft Word will not catch all spelling errors.) These functions can point out specific types of errors. Most people use Microsoft Word for spell and grammar checks. Once the spell check function finishes, a “Readability Statistics” box is displayed.

Readability Statistics” box in Microsoft Word:
Click the Microsoft Office Button Windows, and then click Word Options.

1) Click Proofing.

2) Make sure Check grammar with spelling is selected.

3) Under When correcting grammar in Word, select the Show readability statistics check box.

While all the statistics in the box can be useful, the two which help the most are the Word Count and the Flesch-Kincaid Grade Level score. The Flesch-Kincaid Grade Level score is intended to reflect school grade reading levels.

Make sure the readability score is appropriate for the intended audience. If the writing is designated for a first grader match the reading level to a Flesch-Kincaid Grade Level of 1.0 to 1.9.

If the book is to be read by a general adult population, the readability score should be between 8.0 and 9.0. This level ensures easy comprehension and retention by the vast majority of adults. Remember this is a safe range for most adults to comprehend your book.

If the writing is intended for an academic audience or a highly trained level of professionals, such as engineers or doctors, then the writing level can be 12 or higher. Jargon is permissible when writing to a specialized audience who will be familiar with this selective vocabulary.

School papers and articles for publication may have word count requirements. In general, other pieces of writing do not. Word count is important though, because readers will stop reading documents they suppose too long. They appreciate writing which conveys its message fully and quickly. You may want to edit to lower the word count.

The following are some guidelines for adjusting word count.

  1. Less than 150 words: books for children under the age of 3.
  2. 400 – 500 words (one page): business letters, executive summaries, resumes, press releases.
  3. 400 – 600 words: books for children ages 4 to 6. The word count levels mentioned here are for books intended to be read by these children without assistance from an adult. Children should be read to from books with higher word counts allowing for the possibility of growth in vocabulary and language skills.
  4. 500 – 1,500 words: Internet articles, newspaper stories, magazine articles.
  5. 100,000 – 125,000 words (200 – 250 pages): most novels.

Calibrate your review to the intended reader. If the reading level is too high, use these techniques to revise the writing.

  1. Simplify sentence structures.
  2. Use vocabulary containing three syllables or less.
  3. Use sentences with “active voice” and in the present tense.
  4. Rewrite sentences which require semi-colons or dashes to make them less complex.
  5. Trim wordy sentences.
  6. Spell out contractions.
  7. Revise a paragraph, when possible, to a list. A list, well derived, shows essentials briefly and clearly.
  8. Keep all writing on target. Eliminate rambling or pointless thoughts.

Read through again and mark possible errors. Check the following:

  1. Spelling – spell check functions can help with this task, however, look for words spelled correctly but used incorrectly.
  2. Punctuation.
  3. Capitalization.
  4. Grammar – pay special attention to skipped words since grammar check functions do not reliably catch these.
  5. Repetitious word use – use your dictionary or a synonym finder for possible alternative words.
  6. Accuracy of statements of fact.
  7. Flow and consistency of the book.
  8. Logic – make sure any argument presented is supported and follows a logical thought pattern.

Once you have marked the possible errors, research them to confirm the error and provide suggested changes. Note, always use a dictionary or online dictionary. Note references as appropriate.

Provide feedback to the author. If you are reviewing in an academic or business situation, you may have guidance on how to provide feedback to the author. If not, here is an example of how to present your feedback. This format allows the author to locate the potential change, gives a solution, and a reason for the suggested change. *If you are in Microsoft Word highlight with yellow (tool beside the text color tool). If you are proofing an actual printed document, you a red pen to mark errors. Write notes clearly, and write specific changes to make for the author.

Page 1, Para 12:
• Line 1: Delete “Not” and replace “too soon” with “later”. Reason: Places the action in the correct time sequence.
• Line 4: Replace “her nose” with “Emma’s nose”. Reason: Clarifies the reference noun for the pronoun. As it stands the “her” would refer back to the immediately preceding noun which is the crab.

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