I’ve written about why scenes are so crucial in the past and how those four essential story elements contribute to the story’s scenes. In this Writer Fuel, I’m going to hone in on six scene-related pitfalls writers might run into.

1) No Agency

One of the most important aspects of storytelling is that the character must have agency. Your book can’t just be a series of random events buffeting the protagonist to and fro. These characters need to make choices, and those choices must influence the events of the story in some way.

This is why a key moment in every scene is where the character makes a choice. This choice does not have to be earth-shattering. Every scene doesn’t have to be like Katniss Everdeen volunteering to take her sister’s place in the Hunger Games. The choice can be small and subtle, but still needs to be present. A scene without the character making some sort of choice will feel rudderless and static, like the story isn’t going anywhere.

SOLUTION: Give your character agency by creating a situation where they need to make a decision and that choice moves the story forward.

2) Slow-to-Warm-Up Storytelling

Scenes where characters start off with pleasantries and small talk might seem realistic, but they slow down the pace of the story. Characters don’t need to talk about the weather or “how about those Knicks.” The scene needs to jump right to the things that matter to the story. This is why so many scenes (and stories overall) start in media res or “in the middle of things.”

Remember, you’re not trying to capture reality in your storytelling. Let’s face it: reality is often boring and slow. Stories are like reality but better. The reader gets a sense of verisimilitude (that the story feels real) but that doesn’t come from mimicking reality down to the letter. Instead, stories are like a heightened reality, like if reality left out all the boring parts and only consisted of the good stuff.

SOLUTION: Don’t hem and haw your way into a scene. Start at the moment where things get interesting. The reader will suspend their disbelief. 

3) Too Much Backstory

It can be tempting to load up a scene with tons of backstory. After all, we don’t want our readers to get confused, so we might be tempted to give them all the information they need to understand what’s going on. The problem with this approach is that not all of that backstory might be relevant in that exact moment, and loading too much of it into a scene can feel like an info dump. Don’t get me wrong, backstory is important, but it should be used with moderation.

There are some backstory techniques (like flashbacks, for example) that allow you to share backstory in the form of an actual scene. But even flashbacks can slow the story’s pace if they’re not well-timed. Plus, if the flashback is not executed well, it can actually be worse for your story than if you left it out altogether. The danger zones for flashback scenes are the transitions, so if you choose to use this technique, be careful in those moments where you flash back to the past and then again when you return the scene to the present.

SOLUTION: Keep your reader on a need-to-know basis. In other words, only give the reader information they need to know when they need to know it.

4) Lack of Subtext

Most people (and most characters) don’t say exactly what they are thinking. They filter their thoughts, often to preserve their relationships. Like if a friend asked you what you thought of their positively hideous hat, you’d probably try to find something nice to say about it so as not to hurt their feelings. This is called subtext, when the dialogue isn’t strictly on-the-nose and the reader must “read between the lines.”

We create subtext in our scenes by having the character’s dialogue at odds with their actions, thoughts, or body language. At DIY MFA we talk about the four main ways to show characters on the page (thoughts, actions, dialogue, and appearance, or the TADA acronym) and subtext occurs whenever two or more of these elements are in conflict with each other. Subtext is interesting because it makes the reader more engaged in the storytelling. When a character’s dialogue (or behavior, or appearance) are too literal, there’s no room for inference and the reader might lose interest.

SOLUTION: Add a little subtext by pitting two or more of the TADA elements against each other. Make the character think one thing and say something completely different. Have their actions contradict their demeanor or body language. This adds depth and interest to your scenes.

5) Endless Crescendo / Abrupt End

One of the key elements of a scene is the “crescendo” or the ramp-up to the crucial moment. Sometimes writers craft a scene that’s all crescendo and it never actually reaches that key moment. (This key moment is usually a choice on the character’s part.) This endless crescendo can make the scene feel aimless, like it’s not really going anywhere.

A counterpoint to the endless crescendo is the abrupt end, where the scene simply evaporates after the character’s moment of choice. This lack of closure can leave a reader hanging and it can make the transition to the next scene feel jarring.

SOLUTION: Give a scene direction by having the character make a choice, and deal with the consequence of that choice. This not only gives the character agency, but it gives the scene an arc and sense of direction.

6) Out Of Place Scene

Sometimes we write scenes that seem really great in the moment, but as the story evolves they become out of place. This is why it’s important in the revision process to evaluate not just the content of the scene itself, but whether that scene adds to the story.

When I work with writers, I’ll often ask them to do a scene inventory, where they list out every single scene they have written with a 1-2 sentence summary of what happens in each scene. As part of this inventory, they must also state the purpose of each scene and why it’s important to the story. If they can’t state a reason why the scene is important, that’s usually a good sign that the scene might not be necessary.

SOLUTION: Go through your scenes and for each one ask yourself: “What’s the purpose?” If you can’t think of a good reason why the scene is in your story, consider leaving it out.

ONE CAVEAT: Even if a scene doesn’t make it into your story, don’t erase it entirely. Save it somewhere, in case it becomes useful later. You may not use it in this book, but it could become a great companion story or a “DVD extra” you include as a bonus for your superfans or newsletter subscribers. Even if it doesn’t end up in the final book, it can find a new life in some other form.

There you have it, seven scene-related mistakes to avoid. As with most writing advice, my suggestion is not to take these points too prescriptively, or it may squash your creativity. Instead, write your scenes with abandon. Have fun and follow the passion. Then, when you get to the revision stage, that’s when you should be on the lookout for these mistakes and rework your scenes accordingly.

Until next time, keep writing and keep being awesome!

P.S. For more info on Gabriela Pereira, the founder and instigator of DIY MFA, check out her profile page.

The post Writer Fuel: Write Stronger Scenes by Avoiding These Pitfalls appeared first on DIY MFA.

What I realized was that this episode fit the three-act structure to a T, and this surprised me. I’ve done a three-act analysis of a TV show in the past (Murder, She Wrote) but there’s a key difference between that and The Office. Murder, She Wrote is truly episodic. Each installment is a standalone unit, with very few story threads carrying over from one episode to another. Of course, there are recurring characters and details, but if you watched a random episode of the show from the middle or end of the series, you wouldn’t need a lot of explanation to get up to speed.

The Office is different. Most of the episodes do have a main storyline that begins and ends within that twenty-two minute window, but there are also several threads that carry over across multiple episodes. Classic examples of this are the Pam-Jim romance or Jim’s evolving friendship with Dwight. These particular threads span the duration of the entire show, but there are also shorter story arcs that last only a season or a handful of episodes.

This is why it surprised me that even with these larger story arcs in play a single episode can still fit the three-act structure. Today, I’ll share my three-act analysis of “Office Olympics” with you, but first…

Spoiler Alert! This episode aired in October 2005, so I think the statute of limitations for spoilers has long since passed. But just in case, be aware that there will be spoilers. Note also that this episode is from the American version of the show.

Okay, let’s dive into our analysis of The Office (S2E3) “Office Olympics.”

COLD OPEN: The episode kicks off with a short scene before the opening credits. Sometimes these opening gags relate directly to later events in the episode, and sometimes they are completely separate. With this episode, it’s the latter.

In this cold open, regional manager Michael Scott is at the office before dawn and Ryan the temp comes in with a breakfast sandwich. He asks Michael why he needed him to come in early, and it turns out it was just because of the breakfast sandwich. Michael tells Ryan to enjoy having the office all to himself and Ryan replies that he’s going to take a nap in his car. This small interaction underscores how oblivious Michael is to the needs of his employees.

OPENING CREDITS: The credits begin with scenes of Scranton and the Dunder Mifflin building, followed by clips of the main characters at the office set to upbeat music. These clips are interspersed with b-roll footage of various office details like a copy machine, a water cooler, and a calculator. The credits emphasize that while this show might take place in a humdrum office for a paper company, shenanigans will ensue. And, of course, they do.  

ACT 1: The employees are stuck filling out expense reports—an activity that’s so boring, Jim keels over and “dies” at his desk. While Dwight is away from his desk, Pam and Jim throw things into his coffee mug. This is the first game that opens the doors to the whole idea of Office Olympics. Meanwhile, Michael needs to leave the office because he’s closing on a condo. While he’s out, the rest of the office needs to finish their expense reports.

The five promises of act 1 play out as follows:

Character: Michael Scott is the protagonist. He is an incompetent boss who thinks far too highly of himself and is clueless about the feelings or wants of his employees. While the show has several key supporting characters and later becomes more of an ensemble cast, in the early seasons, Michael is clearly the main character. 

Voice: This show is filmed in a “mockumentary” style, meaning that periodically the characters will break the fourth wall and speak directly to the camera in talking head segments. These interviews often lend context and commentary to whatever happened in the preceding scenes.

World: Dunder Mifflin is a mid-sized paper company. The show takes place mostly in the Scranton branch which includes an office and warehouse.

Problem: In this episode, the problem is that expense reports are boring and no one at the office wants to do them.

Event: Michael has to leave the office in the middle of the day, so everyone else is left to their own devices.

PIVOT POINT 1:  Dwight asks Michael whether he can go with him to the condo closing as his representative (external event). After some insistence on Dwight’s part, Michael finally agrees (internal choice). The primary storyline is Michael buying the condo. While there are several scenes that show what’s happening in the office while the boss is away, the important landmark scenes (pivot points, midpoint, climax) all revolve around Michael.

ACT 2: Jim goes to Oscar’s desk to ask a question and sees a scoreboard for a paper football game deskmates Oscar and Kevin like to play. He asks if there are any other games and finds out that Toby (the HR rep) plays a game called Dunderball in the office annex.

Note: The rest of act 2 includes scenes of Jim orchestrating various games interspersed with scenes of Michael at the condo. The scenes are woven together to create the feeling that both storylines are happening at the same time. For this analysis, some of the events from each storyline have been grouped together or rearranged slightly to avoid too many shifts back and forth. Keep in mind that both the condo and office storylines happen simultaneously with quick cuts from one thread to the other. That said, because Michael is the protagonist, the condo storyline is where all the key landmarks occur.

When Michael and Dwight arrive at the condo, Michael talks about what he envisions for his future. He wants this condo to be a home for a family. They meet the real estate broker and the head of the condo association. After Michael puts Dwight down for not understanding property ownership, we learn that Dwight owns a 60-acre beet farm.

It appears Dwight doesn’t think very highly of Michael’s condo purchase choice. When the broker asks Michael if he’s ready to sign, Dwight interrupts with various questions. When Michael shows off the bedroom with cathedral ceilings and cable readiness, Dwight warns him that the neighbors are loud and the walls are thin.

Meanwhile, back at the office, Jim tries to get his office mates to play games. Eventually, he and Pam come up with the idea for the Office Olympics. They have an opening ceremony using a scented candle as the torch and gold, silver, and blue yogurt lids as medals. Some of the members of the office want nothing to do with these shenanigans, while others are all too happy to participate.

SUPPORTING CAST: The Office is all about the supporting cast. While Michael Scott is clearly the protagonist, the humor comes from seeing the supporting characters react to his ridiculous antics. There are several supporting characters, each with their own unique quirks and personalities, but for the purposes of this analysis, here are a few key players:

Dwight: The top salesman in the office with a harsh attitude and a penchant for going overboard when enforcing the rules. He believes he’s second in command, but he has little true authority. He also frequently falls for Jim’s pranks.

Jim: A salesman who is a bit of a slacker, though he can be efficient when he wants to be. He is secretly in love with Pam and enjoys playing pranks on Dwight.

Pam: The receptionist who’s been engaged for three years. She has dreams of doing something artistic with her life. She sees Jim as a close friend and often contributes to the pranks on Dwight.

Angela: An accountant who is very conservative in her dress and opinions. She is also very judgemental and a stickler for following the rules. She does not seem to like Jim or Pam, but she is having a secret affair with Dwight.

Ryan: A temp who has not been working at Dunder Mifflin very long. We learn later that he is in business school and thinks he’s smarter than everybody else. Despite his studies, he’s a terrible salesman and knows very little about the practicalities of business.

MIDPOINT: Michael misunderstands the terms of his mortgage and begins to panic. Dwight continues to find things wrong with the condo. Michael starts to have complaints, like the condo ceilings are too low and there aren’t enough “hot people” in the housing development. He demands a price reduction or he walks. The broker says if he walks away he will lose $7,000.

ACT 2 (CONT’D): Back at the office, Jim and Pam orchestrate more games for the Office Olympics, like Flonkerton or “box of paper snowshoe racing”. Pam tells the camera that when Jim is really into something, he gets very motivated and does a great job. Unfortunately he works at this office so he rarely has reason to get that motivated. The officemates continue with their Office Olympics shenanigans, like competing to see who can hold the most M&Ms in their mouth. (Kevin wins.)

Back at the condo, Michael is sitting with Dwight on the floor of the bedroom, eating fast food. He says he’s glad he signed but it sounds like he’s trying to convince himself that he did the right thing. He tells Dwight that as a reward, he can move into the condo’s third bedroom and pay Michael rent. Right away, we can tell Dwight does not like this idea.

Back at the office, Pam asks Angela if she has a game they could play. Angela replies to say she often plays “Pam Pong” to see how many times Jim gets up from his desk to talk to Pam at reception. Pam is self-conscious about her friendship with Jim being misconstrued so she immediately backs off.

WORST: We can use the WORST acronym to better understand Michael’s motivations, not just in this episode, but across the entire series.

Want: What Michael wants more than anything else is for others to like him. On the surface, it seems like what he really wants is a romantic relationship and eventually a family, but when we look closer, we find that his deep desire to be well-liked, especially by his employees.

Obstacle: Michaels’ primary obstacle to being liked is his own personality. He is narcissistic, inappropriate, and completely oblivious to the feelings, wants, or opinions of others.

Risk: He is willing to do just about anything to be well-liked. In fact, he is so desperate to gain the good opinion of others that he often does things that make people less inclined to like him.

Stakes: He doesn’t have much of a life outside of work, so if his employees don’t like him, he will be all alone.

Transformation: In the course of this episode (and the first two or three seasons) Michael doesn’t change much. As the series evolves, we start to see him evolve from wanting the good opinion of his employees to becoming a better boss, falling in love, and eventually growing into a more confident and happy person. It takes about eight seasons (and Michael leaving the office) for this full transformation to take place.

PIVOT POINT 2: At the condo, Dwight gets on Michael’s nerves (external event) by acting like he will be a terrible tenant. They get into an argument and Michael rescinds his offer (internal choice).

ACT 3: Pam makes a surprise for the Office Olympics closing ceremony: a series of origami paper birds. On the drive back to the office, Dwight continues to bother Michael, who eventually loses his temper. Michael tells Dwight that beets are terrible and he should “grow candy” on his farm instead. Once they arrive back at Dunder Mifflin, Michael goes straight into his office. 

CRISIS: The Office Olympics disband and everyone goes back to work. Jim reveals in a talking head interview that he closed two sales at lunch and finished his expense report in five minutes, making this day as productive as any other. Ryan throws away his Office Olympic medal and Pam looks hurt. Jim comes up with one final idea and asks Pam to play along.

CLIMAX: Jim goes to Michael’s office to congratulate him on the condo and invites him out to the main office. He awards Michael a gold medal in the Office Olympics for closing on the condo. Michael is moved. Dwight gets the silver medal and Jim takes bronze.

Ending Type: This is a happy ending. Michael wants nothing else except to have his employees like him and in the end they award him the gold medal (even though he has no idea what that medal even means).

DENOUEMENT: As Michael, Dwight, and Jim stand on paper boxes that serve as a podium, the national anthem plays and Pam’s paper birds “fly” out on a string behind them. Michael asks Jim why they’re playing the national anthem and Jim says because the condo is in America. Michael then asks about the origami birds and Jim deadpans that those are the doves. The scene cuts to the closing credits.

CONCLUSION: Series like The Office can have both individual episodes and longer arcs spanning entire seasons or even the whole series. This means there are multiple layers of the three-act structure in play. There can be a three-act structure for a single episode, but there can also be a three-act structure for an overarching story thread.

Take, for example, the Jim-Pam relationship. Act 1 of their relationship shows them as friends at the office while Pam is engaged to someone else. The first pivot point is when Jim tells Pam about his feelings for her and she turns him down (external event). He then chooses to transfer to the Stamford branch of the company (internal choice).

Act 2 of their story arc begins with them apart in separate branches, but then the Stamford branch closes and Jim (along with a few of his new officemates, including his new girlfriend) move to Scranton. Pam has now ended her engagement and it’s clear she has feelings for Jim. By the end of that season, Jim breaks up with his girlfriend and he and Pam go on a real date. The rest of act 2 is the story of their romance. They get engaged, buy a house, find out they’re having a baby, get married (the midpoint), and then start their family. 

The second pivot point occurs fairly late in the series, when Jim begins to feel unhappy with his career and finds out one of his college friends has founded a startup (external event) based on an idea Jim had in college. Even though he and Pam conclude it would not make sense for him to join this startup, he decides to do so anyway without telling Pam (internal choice). What follows is a series of events that put strain on their relationship. Jim has to spend time in Philadelphia and their marriage begins to break down.

Eventually Jim chooses to come back to Dunder Mifflin fulltime to preserve his marriage, but Pam worries that he may resent her because she’s the reason he left the startup. Jim gets the documentary crew to put together a compilation of clips that shows how he feels about her and he gives her a card he had written for her all the way back in act 1 but didn’t have the guts to give her at that time (climax). Eventually, in the series finale, Pam decides to put their house secretly on the market so Jim can take his job back at the startup and their family can move to Austin—where the startup is now located—and start a new life together (denouement).

We see this framework often in book series as well, where each book has an individual arc and then there are longer series arcs across multiple books. Sometimes the landmarks for the individual episodes  (or books) might coincide with a series arc landmark. Sometimes the arcs are completely separate. The key is to recognize that there are multiple layers to the story and to consider how the three-act structure applies at each layer. A show like The Office is a great study in how this type of story arc layering can work.

Until next time, keep writing and keep being awesome!

P.S. For more info on Gabriela Pereira, the founder and instigator of DIY MFA, check out her profile page.

The post Writer Fuel: Three-Act Analysis of “Office Olympics” appeared first on DIY MFA.

Like playing an instrument, writing requires practice. Sure, we can experiment and try things on the fly. We can repeat things by rote and hope something works. But if we really want to get good at our craft, we have to practice and we have to go about it in the right way.

There are four different components of practice—warm-ups, technique, repertoire, and performance—and all are essential for the practice to be effective. Let’s look at each of these components individually and how they translate to writing.

Warm-Ups

In music, these are the warm-up exercises you do to make your fingers limber and get them moving with elasticity. In sports, these are the stretches and routines you do to wake up your muscles so you don’t get cramps in the middle of the big game. Warm-ups are an essential part of a practice session because they get your body ready to engage fully.

In writing, we also need to warm up. Just as we need to get our bodies ready for music or sports, writing requires preparation of the mind. This might mean taking a few moments to think about the passage you plan to write that day or doing something to get your mind ready for creative work. For some, this type of preparation might be a sort of pre-writing ritual, like doing a few minutes of meditation, lighting a scented candle, or turning on a special playlist.

The key with warm-ups in writing is that we don’t just dive into the work cold. We take a few moments to prepare ourselves, therefore making our writing session more productive.

Technique

In sports, we do drills. In music, we practice scales and etudes. I remember when I was a teenager, I used to argue with my violin teacher. “What’s the point of these exercises?” I’d ask. “It’s not like I’m going to get up on stage at Carnegie Hall and play an A minor scale.” My teacher would just tell me to play my Bach. Of course, I would inevitably hit a tricky passage and start to stumble. She would then smile knowingly and say “There’s that A minor scale, Gabriela.” And, of course, she was right.

Contrary to popular belief, scales and etudes are not exercises in futility and they don’t just exist to irritate musicians (though sometimes it can feel that way). These exercises serve an important purpose because they allow us to isolate difficult techniques and practice them in a safe space. Then, when those same techniques come up in a difficult piece of repertoire, we’ll already have the muscle memory in place and the music will come more naturally.

The same thing is true in sports. You’re not going to perform a drill in the middle of a competition or a game, but if you’ve practiced that skill often enough, you’ll have it ready when you need it. The idea is to practice the skill in isolation first, until it feels natural and you can perform it on demand.

Writing also requires mastering techniques, and I am a firm believer in practicing those techniques outside the context of your work-in-progress. Why? Because if you use your current project as practice, you run the risk of breaking your book. Instead, I advise writers to use the Petri Dish technique. I’ve discussed this technique in the past, but what essentially boils down to is three steps:

1. Identify the thing you need to practice.
2. Do writing prompts that help you exercise that tricky technique.
3. Apply what you learned back into your project.

You can certainly use characters or the world from your current project in those exercises, but don’t put pressure on yourself to write something that will go directly into your book. Instead, give yourself the freedom to experiment and make a mess.

While musicians and athletes work on technique during just about every practice session, in writing we can get away with doing so a little less frequently. In fact, once or twice per week should be more than sufficient. Of course, if you run into a technique that requires more focused practice, you may need to increase the frequency of your writing exercises for a period of time.

Repertoire

This is an area that many writers neglect. They are so focused on whatever project they’re writing that they don’t think about broadening their repertoire. In music (and other performing arts), repertoire is a huge part of an artist’s development.

One of the most significant aspects of my musical education was the year I spent learning jazz theory and improvisation at college. Not only did I learn more about scales and arpeggios than I had ever learned playing classical music (and I played a lot of scales in my day), but it also stretched my mind in understanding how music is put together. I started hearing music differently because jazz gave me a whole new perspective. Playing outside of my comfort zone was one of the most impactful experiences of my musical career.

The same thing is true with our writing. We can sometimes get stuck in a particular genre or style and it can be good to shake things up a bit. I know several writers who do challenges or short story contests as a way to break out of their usual genre and try something new. And if writing in a different genre is not feasible, at least try to read a book or two outside your usual selections. The idea here is to broaden the scope of your writing so you’re not stuck on a single genre or style.

Remember, there’s a lot you can learn from genres outside your own. Romance and contemporary (book club) fiction are great for understanding character development. You can study mysteries to learn about plot, thrillers to learn about pacing, and horror to learn about tension and release. And, of course, when it comes to world-building, nothing beats science fiction, fantasy, or historical fiction. When you read outside your genre, you can see different techniques in action and apply them to your own writing.

Performance

Sooner or later, we need to put our words out into the world and to many, this can be nothing short of terrifying. Publishing our work—whether it’s an ebook, a newsletter, a blog post, or a freelance article—is a scary but necessary step if we want to build a writing career. Putting our stories out in the world is the writing equivalent of getting up on stage and playing a sonata.

The key with performance is understanding what kind of feedback to consider and what to ignore. In sports you might review the video after an important game and make mental notes on what to do next time. In music or theater you might study a recording of yourself so you can improve for the next performance. But in writing, things are a little bit different. Once your work has been published, once that newsletter has been sent or the magazine is out on newsstands, it becomes very difficult (if not impossible) to change things. 

One piece of advice I got early in my career was not to read my reviews, either good or bad. I think there’s something to that advice. Unlike watching a game tape or performance video, there’s not much we can get from reading reviews that will help us with the next project. When a work is pre-published, critique can be incredibly helpful. But once that work is out in the world, feedback becomes less useful because there’s very little we can do in response.

In sports and performing arts, performance gives us a goal and something to work toward. The same is true in writing. It’s important that we engage in performance by getting our stories in the hands of our readers and allowing our work to be read. At the same time, it’s also crucial that we develop clear boundaries on how to handle feedback and protect ourselves so we don’t derail our ability to produce more work in the future.

There you have it, a rundown of the four areas of practice—warm-ups, technique, repertoire, and performance—and how they apply to writing. When it comes to implementing these different components, I recommend a routine like this:

• Every day: Warm-up by keeping your hand in the game and spending at least a few moments thinking about your work. If you’re sitting down for a writing session, take a few minutes to prepare yourself and get in the zone.
• Every week: Try to do at least one exercise to help you build your technique. You can use characters from your work-in-progress if you wish, but don’t pressure yourself to write something that will definitely go into your book.
• Every month: Do one thing that pulls you outside of your comfort zone and expands your repertoire. This could be a flash fiction contest or reading a short story in another genre.
• Every year: Publish something. Depending on how you publish, it might be more often. For instance, if your main mode of publishing is a newsletter, your cadence might be more like once a month or every other week. If you’re publishing book-length work, once a year might be more your speed.

As with everything at DIY MFA, your mileage may vary. Try out the above routine and see how it works for you. If necessary, make adjustments. As we always say at DIY MFA, there’s no such thing as a “best practice,” only what works best for you.

Until next time, keep writing and keep being awesome!

P.S. For more info on Gabriela Pereira, the founder and instigator of DIY MFA, check out her profile page.

The post Writer Fuel: The Four Components of a Writing Practice appeared first on DIY MFA.

The IDEA Method

This signature DIY MFA technique is based on the premise that creativity is not some mystical process. It’s not about magic bullet ideas that you simply pull out of a hat. Rather, creativity is like a muscle that you must exercise and strengthen through repeated practice.

The IDEA Method also posits that idea generation is only a tiny part of the creative process. It’s not enough to have a great idea, you have to know how to put it into action. Idea generation is fruitless without implementation.

There are four stages in the IDEA Method: Inspiration, Development, Evaluation, and Action. As you can see, these four stages spell out the word I-D-E-A. (You know we love our acronyms at DIY MFA!)

Inspiration

This stage is what most people imagine when they think of the creative process. This is the stage where you come up with fresh new ideas. The other stages are where you build out those ideas and put them into action, but the inspiration stage is where idea generation happens.

The key to inspiration, in my opinion, is play. Have you ever watched and paid attention to kids playing? They don’t ever run out of ideas. It’s like an endless font of creativity and they are constantly coming up with new possibilities. They start with those magical words “let’s pretend” and suddenly they’re reenacting all sorts of adventures and playing endless games. The key for us as adults to tap into an never-ending source of ideas is to approach creativity through play. One of my favorite ways to get inspired through play is with the Oracle. I wrote a whole article about this creativity tool here.

Development

This stage is where the rubber meets the road. If inspiration is that initial jolt of creativity, development is where we dig deep and bring that concept to life. There are three components of this stage: imitation, improvisation, and incubation (or what I call the 3i’s of idea development).

Imitation is perhaps the most overlooked part of the development stage, but often the most valuable. This is the reality that we learn and create best when we acknowledge that our ideas exist in context rather than in a vacuum. Most of what we create is going to be a partial imitation of some other work that has come before. In fact, some of the most prominent artists and creatives use imitation heavily in their work.

Consider the impressionist Edgar Degas. Best known for his drawings, paintings, and statues of ballerines, what you might not know is that he was also in the habit of copying his own drawings over and over with slight variations. I discovered this when I went to a special exhibit of his work at the National Gallery in London, where I saw rows and rows of his ballerina sketches, virtually identical to each other, almost as if he had traced and retraced his own work.

Similarly, Vincent Van Gogh painted “First Steps, After Millet” imitating the pastel drawing by Jean-François Millet almost identically, only in a different medium (oil-on-canvas) and with his signature bright colors and swirling brush strokes. Artists of all types are constantly borrowing from each other and writing is no different. Imitation can happen both with an artist imitating someone else’s work or their own.

The key with imitation is that sooner or later, the artist moves from copying other work to improvising and making it their own. And if we’ve tried imitation and improvisation and we’re still struggling for ideas, the best thing is to pause and do something else. This is where incubation comes into play.

Evaluation

Once an idea is sufficiently developed, it’s good to take a step back and evaluate it objectively. This is not about letting the inner critic derail your process. Instead, the point is to take your writing project to a point where you have a critical mass, enough of it that you can determine whether it’s working. Bring your inner critic into the process too soon and you will derail your creativity, but you also don’t want to get so far along with your project that then if you realize it’s not working, you have to go back to the drawing board.

For every writer, the evaluation process will be a little bit different. Some writers have critique partners who provide this type of feedback throughout the writing process. Other writers might get a third or half of the way through their project, then pause and give it an objective look. The goal here is for us to avoid investing hundreds of hours in a project before we realize we’ve written ourselves into a corner.

Action

Finally, after we’ve figured out if the project is working, we simply need a plan for putting those words on the page and getting to “The End.” Here is where I like to do a little writing math and reverse-engineer from the end goal to where I am now.

Suppose you’re writing a novel and you’ve written about 20,000 words already. For a typical novel, the typical word count for most genres and categories is 80,000. This means you have 60,000 words to go before the end. Suppose you want to finish this book in 4 months, that means you need to produce 15,000 per month which amounts to about 3,750 words per week. If you write five days per week, you just have to produce 750 words per writing session to reach your goal.

For some writers, 750 words per session might be easy, but for others it might be a stretch. If you’re in the latter camp, you might need to work your way up to that 750-word pace. This is where I recommend the ten percent rule. Choose a word count number that’s super-easy, so easy you could probably knock out that word count in your sleep. Suppose that easy number is 500 words. Take that number and add ten percent (so 550 words).

That extra ten percent might not seem like much, but it’s enough to make you sit up a little straighter and lean into your work a little bit more. It’s not so high as to set you up for failure, but just enough challenge to keep you engaged. Eventually that baseline-plus-ten-percent number will become easy. At that point, you simply add another ten percent (now 605 words). Keep adding ten percent as each new baseline feels easy until you reach the goal of 750-words per session.

The point of this exercise is to avoid setting pie-in-the-sky goals to motivate ourselves to work harder. The truth is, though, when we set those high goals, we’re just setting ourselves up for possible failure. By working our way up from an easy baseline to a more reasonable goal, we set ourselves up for success.

Conclusion

The creative process is so much more than just that initial bolt of inspiration. There are three other stages that are equally—if not more—important. There is so much more to the IDEA method than the concepts shared here today. If you’re interested in learning more, check out our on-demand webinar Don’t Wait for the Muse which is part of the HUB lessons archive. You can learn more about the HUB here.

Until next time, keep writing and keep being awesome!

P.S. For more info on Gabriela Pereira, the founder and instigator of DIY MFA, check out her profile page.

The post Writer Fuel: The IDEA Method: What to Do When You’re Out of Ideas appeared first on DIY MFA.

But then there are those other times when the opposite happens. No matter how hard I try, the words just don’t come. I sit at the computer, stare at the screen, and I’m lucky if I can barely eke out a paragraph, much less a page or a whole chapter. Not gonna lie, I’ve been feeling very uninspired lately and the past couple of newsletters have been a challenge to write.

So, how did I get through it? After all, I must’ve gotten through it somehow or you wouldn’t be reading this newsletter right now. To understand how to get into a state of creative flow, we need to understand where creative flow comes from. Specifically, creative flow is based on four central concepts: the mind-work cycle, skill-based learning, practice, and community.

Mind-Work Cycle

The mind-work cycle is this notion that when we write we create a feedback loop between our brains and our writing. Our thoughts, experiences, and emotions (i.e., things coming from our minds) will naturally influence the words we put on the page. At the same time, when we write we process our thoughts and emotions and we also metabolize our experiences. This means that the very act of writing will in turn influence our minds.

Sometimes this feedback loop has a positive impact on our ability to find creative flow. For example, suppose you are writing a story loosely based on something that happened in your early life. By writing about this experience, you might work through some of the difficult emotions and maybe even “rewrite” how some events played out. This creates a positive experience at the page, which will make you more likely to want to continue working on that story. This feeds the mind-work cycle and increases your creative flow.

On the other hand, suppose that the memories and past experiences impact your writing in a negative way. This might make the writing itself more difficult and you may be less likely to want to continue with the project, thus impeding creative flow. Note that just because a project might bring up negative emotions does not automatically mean it will create a negative cycle. (After all, for some writers, sad stories can be more engaging than happy ones.)

The key here is to be aware of that mind-work cycle, to understand that our thinking impacts our writing but our writing also impacts our thinking. We want to keep track of that cycle so that when it’s going in a positive direction, we can ride that wave and be in that state of creative flow. But we also want to be able to step back and assess that cycle, to make sure we’re not moving in a negative direction and getting in the way of our own creative process.

Skill-Based Learning

One of the biggest fallacies about creativity is that it’s mysterious and amorphous, that there’s no rhyme or reason to it. As my high school English teacher would say: “Bull-honky!” Creative work—like writing—can be as technical and precise as other more scientific fields. And this technique doesn’t just apply to the craft, all those more abstract mindset-related components can be just as skill-based. The key here is understanding how skills are put together and for this I have two major sources of inspiration: Suzuki Method and Montessori Method.

The Suzuki Method was developed by Shinichi Suzuki as a method for teaching very young children how to play a musical instrument. It is based on the idea that all children are capable of learning music and that those skills develop in a similar way as learning language. One of the things that is central to the Suzuki Method is this idea of breaking skills down into their smallest components. Children aren’t expected to simply pick up an instrument and start playing. Each microscopic motion—from hand position to finger moments—is practiced in isolation first, then eventually strung together with skills building on each other. Progress may be glacially slow at first, but suddenly, you blink and the child is playing Bach.

The Montessori Method is also focused on skill-based learning. In this case, the emphasis is on children working at their own pace (often in groups of mixed ages) and using specifically developed Montessori learning materials. These materials are deliberately designed to help children explore various abstract concepts in concrete, hands-on ways. Students often work in a self-directed way, exploring different stations around the classroom. The hallmark of a typical Montessori classroom is how quiet it often is, with students sitting on the floor with mats rolled out in front of them, doing various activities individually or in small groups. These activities teach children specific skills, like how to do a pincer grip to hold a pencil. 

If skill-based learning can be used to teach very young children how to play a musical instrument or how to understand complex mathematical concepts, it can certainly apply to adults wanting to develop their creative flow. The key is understanding that creative flow is not magic. It’s a teachable, learnable skill. All it needs is practice.

Practice, Practice, Practice

I’ve talked about practice here and here, and I’ve also interviewed experts on the topic of deliberate practice. You could say I’m a little obsessed with the idea of practice. But how does practice relate to creative flow?

In the words of my late, great violin teacher: “Practice doesn’t make perfect, Gabriela. It makes things permanent!” She’d often say this to me after I’d spent a week practicing the wrong notes and had to spend the next two or three weeks un-learning and fixing the mess I’d made.

As writers, we often practice things without even realizing it. For example, I know a lot of writers who practice the art of not finishing a project. They get caught up in what I call Perpetual Chapter One Syndrome, starting project after project but not finishing a single one.

Other writers practice the art of procrastination. They get into the habit of pushing back and postponing their writing, which makes it that much harder to get back on track. Or, some writers even practice the art of not writing. They hang out together in coffee shops talking about their writing projects but they never actually get around to putting words on the page.

As creative people, we need to take a step back and look at our writing practice with objectivity. Have we created any writing habits that are not serving us? Are there aspects of our regular writing process that don’t seem to be working? Where have we practiced problematic behaviors and turned them into bad habits?

If we identify any bad habits, we need to find a way to break them, which often takes longer than it did to create the bad habits in the first place. This is why it’s so important to assess our own writing practice and try to avoid creating bad habits before they become too ingrained in us. It’s easier to avoid a bad habit than it is to un-learn it.

Community

This is a topic near and dear to my heart, and it’s one of the three pillars of DIY MFA. Community is an important part of harnessing creative flow. Social accountability makes us more likely to meet our goals, Positive peer pressure of writing in tandem can help us knuckle down and get to work. And having a community’s support can help us build resilience and bounce back from creative disappointments.

Interestingly enough, community is also an important part of the Suzuki and Montessori Methods. In a traditional Suzuki music school, students often participate in group classes where they all bring their instruments and play through the repertoire together. If one student doesn’t know a particular piece, they sit down and listen while their classmates play. This type of environment creates motivation, where students are excited to learn new pieces because they want to play with their classmates. And for the students who know all the repertoire, these classes are a space where they can reinforce their learning.

In the Montessori Method, classes often mix the ages of the students. This means you might have a preschool classroom with children of ages three through five together. From a developmental perspective, these are vastly different ages. Yet, having these children together in the same class serves a very important purpose. When the children work together in groups, the older students set an example for the younger ones and show the younger students how to do the activity. The younger child might be learning from the older child, but the older one is also benefiting from the collaboration because they reinforce their knowledge.

In this way, both the Suzuki and Montessori Methods use community to help students learn. But community is not just for teaching young children. We as writers can use community as a way to learn and grow as well. For example, when we see fellow writers succeed, that shows us what’s possible and can motivate us to keep working, even when we feel discouraged. Community can contribute to our creative flow in any number of ways, which is why it is such a crucial part of DIY MFA.

Conclusion

Creative flow is not some mysterious, abstract thing that you have to figure out through trial and error or guesswork. Creative flow comes from developing concrete, learnable skills and building them into our repertoire. To achieve creative flow, we need to be aware of the mind-work cycle and recognize that our creative work impacts our minds as much as our minds impact our creative work. This means, if we notice a negative cycle happening, we need to break that cycle and course-correct.

In addition, we need to be aware of what skills we are practicing in our creative work and make sure that they are serving us rather than hindering. Practice can make habits permanent, so we need to scrutinize our habits and make sure we are not developing any that might get in the way of our creative flow.

Finally, we need to understand the role of community in our creative process and find a way to use it effectively. Whether we draw on other writers to help us hone our focus, or we use social accountability to help us reach our goals, community can be a great motivator. It can also be a source of support when we run into creative obstacles.

Until next time, keep writing and keep being awesome!

P.S. For more info on Gabriela Pereira, the founder and instigator of DIY MFA, check out her profile page.

The post Writer Fuel: Where Does Creative Flow Come From? appeared first on DIY MFA.

Scenes are an essential component of storytelling because they are the fundamental building blocks of any story. Without scenes, all you have is a string of exposition (“this happened, then this happened, then this happened”). That does not create an immersive story experience for your reader. Scenes give readers the feeling that they are right there in the story, experiencing the events alongside the characters. If you imagine a story like a movie playing in your head, scenes are what create that feeling.

Why Scenes Matter

I like to think of scenes as the lowest common denominator of storytelling. A scene is the smallest possible unit that still contains all the essential elements of a story: character, plot, world, and theme. Any smaller unit than a scene—a paragraph or a sentence, for example—might contain a couple of those elements, but likely will not contain all four.

To me, scenes are the cellular component of the story organism. Just like an individual cell contains all the same DNA as the full organism, a scene contains all of the story’s “DNA” by representing all four storytelling elements. And just as different cells may manifest the DNA in different ways—a brain cell is different from a muscle cell after all—different scenes will highlight different aspects of the story, but they still contain all four of the basic components.

In other words, a scene taps into all of the five W’s: who, what, when, where, and why. The “who” is the character (or characters) present in that scene. The “what” is what happens, or the plot events of that scene. The “when/where” represents the world as it appears in that moment, and the “why” is the theme and how it is infused into the scene at hand.

I’ve had a lot of writers ask me: “How can I tell the difference between one scene and the next?” While this is not a hard-and-fast rule, I like to look at the 5 Ws, and when one or more W changes, that’s often a clue that the scene might be changing as well. For example, if a character enters or leaves the scene, if we change location, or if a new plot event comes into play, those are often possible indicators that we are shifting from one scene to the next. While this is not always the case, it’s usually a sign that we should take a closer look at the scene and see if it has indeed changed.

Scenes vs. Chapters

Another question that often comes up for writers is this distinction between scenes and chapters. For some writers, scenes and chapters are one and the same in that each chapter is a single scene. Still, it’s important to understand the distinction between the two, because they are, in fact, different.

If scenes are the smallest unit of storytelling, chapters are an artificial construct created by writers to deliver a particular experience to the reader. This means you can have many scenes within a single chapter or one scene spanning multiple chapters. Shorter chapters make the pacing feel faster while longer chapters can stretch out the pacing and increase suspense.

For example, in the novel Sweethearts by Sara Zarr, there are two timelines, one in the present and one in the past. The present-day timeline is paced with moderate-length scenes while the past timeline is one long scene stretched out over the entire length of the book. This creates a sense of suspense. The reader wants to keep turning pages to find out what happened in that intense scene in the past timeline.

Another example is the chapter break during the Reaping scene of The Hunger Games by Suzanne Collins. The first chapter of the book includes a few different scenes—Katniss and Gale hunting, Katniss and Prim at home getting ready, and the beginning of the Reaping scene. The chapter ends abruptly at the moment when Prim’s name is drawn from the tribute jar. The scene then continues into the second chapter, where Katniss volunteers to take her sister’s place. That chapter break (right at the height of tension) builds suspense with a cliffhanger at the end of chapter one. Readers want to keep turning pages to find out what Katniss will do.

As these examples show, while in some cases you might have scenes and chapters that are equivalent, chapters are an artistic choice and a tool that writers can use to create a desired effect in the story. Scenes, on the other hand, are a fundamental unit of storytelling, not an artificial construct. 

Scene vs. Exposition

If scenes are the “show” part of storytelling, then exposition is the “tell.” Many writing teachers hammer home the idea that you should “show, don’t tell” but I prefer to think of it as “show and tell.” The truth is that showing and telling are both essential parts of storytelling. Scenes and exposition both perform important functions and one is not necessarily better than the other.

Scenes, as mentioned before, have a certain immediacy to them. The reader feels like they are right there with the characters, experiencing the moment at hand alongside them. Scenes have an immersive feel to them and oftentimes we don’t even realize we are reading when a scene really pulls us in.

Exposition, on the other hand, is great for skipping time or zipping from one location to another. If scenes are like the basic cells in a story organism, I think of exposition as the connective tissue that helps to hold everything together. Exposition is what allows us to say “Five years later” or “The next morning in Timbuktu.” It allows us to skim over the less important (or less interesting) parts of the story, until we get to another section that merits a scene.

Consider this example. Suppose you have a character who walks to work every day by the same route. The reader doesn’t need to know about every crack in the sidewalk or every random stranger that crosses the character’s path. If it’s a regular, ordinary day, the story can just say “He walked to work that day” and then craft a scene when things get interesting.

But let’s suppose, on a particular day, something dramatic happens on the way to work, like they meet the love of their life. Now it makes sense to craft a full scene, so we can capture that dramatic moment. Exposition lets us skip over the mundane, everyday stuff, while scene lets us dive into an important moment for the character.

The Elements of Scene Structure

At DIY MFA, we consider scene structure as it relates to each of the four story elements: character, plot, world, and theme. I like to think of these story elements as mapping directly onto the four natural elements: fire, water, earth, and air. 

Plot, for example, represents water or the ebb and flow of the storytelling. The plot events are often a sequence of actions and reactions, where events happen and characters respond, prompting other events to happen, and so forth.

When you put the elements of a scene together, you end up with something akin to the image below. The bead-like shape is intentional because scenes are like beads on a string, each one building on the one before and helping the necklace take shape.

This four-pronged approach to scene craft is only the tip of the iceberg. In our signature DIY MFA programs (like Plan to Plot), we go much deeper into these story elements and how they intersect with each other. For example, key moments in the plot thread overlap with significant points in the character’s arc through the scene. This is not coincidental.

Do a Deep Dive!

If you’re curious about scene craft and structure, one of the best ways to understand the techniques is to do some close reading and analyze what you see on the page. Choose a scene from a favorite novel, memoir, or story and see if you can tease apart the four different elements.

What sections relate to the character’s arc through the scene? What components are the ebb and flow of plot events? How does the author ground the scene in place and time, and what symbols or thematic elements help bring the story’s theme to life? See if you can identify and analyze the different parts of a scene. After that, you’re well on your way to crafting great scenes yourself. 

Until next time, keep writing and keep being awesome!

P.S. For more info on Gabriela Pereira, the founder and instigator of DIY MFA, check out her profile page.

The post Writer Fuel: Scene Craft and How to Create Stronger Scenes appeared first on DIY MFA.

But there’s more to writing than just the writing itself. There are many elements that touch our writing but are not necessarily writing-related. Still, these elements can have a huge impact on how we get words on the page.

There are a lot of experts teaching about the craft of writing, but not as many who talk about the “other stuff” like resilience, focus, overcoming blocks, setting boundaries, and other such topics. This is why I created the DIY MFA FLOW Framework.

The DIY MFA FLOW Framework has four parts to it. These four components represent four different aspects of our creative lives. In fact, the word FLOW is itself an acronym. (And if you’ve been in the DIY MFA ecosystem for more than five minutes, you probably know we love our acronyms!)

• F = Find Your Focus
• L = Live Your Learning
• O = Overcome Your Obstacles
• W = Work Your Words

The idea behind the FLOW Framework is that all these ancillary skills which surround our writing are just that: skills. This means that they are teachable and learnable, not esoteric, amorphous concepts that are impossible to figure out. At DIY MFA, we believe that you can practice specific skills related to your creative life. Then you’ll have these skills in your back pocket, so you can implement them at crucial moments.

Find Your Focus

Focus is the foundational aspect of the FLOW framework, because without focus, none of the other FLOW components are feasible. In addition, focus is essential for getting words on the page and is a necessary first step to be able to write. No matter how many creativity hacks we might try, if we can’t focus, we can’t do our creative work.

Find Your Focus skills include how to:

• Set effective goals
• Find the right project that lights you up
• Make empowered choices
• Eliminate distractions
• Discern when to emphasize life vs. writing

Live Your Learning

As writers we are constantly learning. We like to learn new craft-related techniques. We also learn about our own subject matter so we can write compelling and authentic stories. In terms of the FLOW Framework, learning is the day-to-day maintenance piece. These are the skills we will draw on most often as we are living our creative lives.

Live Your Learning skills include how to:

• Determine our best writing process
• Handle failure and avoid guilt
• Use deliberate practice to learn new skills and techniques
• Develop ideas through imitation, improvisation, and incubation
• Structure your ideas and give them a concrete shape

Overcome Your Obstacles

Sooner or later, all writers hit bumps in the road. Whatever we might call it—writer’s block, resistance, “The Wall”—the result is the same. Sometimes we face a creative crisis and we need techniques to help us get through it. These skills are ones we may not draw on every day, but we want to practice them and keep them handy so that we have them when the need arises.

Overcome Your Obstacles skills include how to:

• Side-step obstacles by acting “As If”
• Use your creative identity to anchor you during tough moments
• Identify your creative monster and take away its power
• Craft a creative survival kit in case of emergencies
• Put together a Peace Corner to keep you grounded

Work Your Words

This element is the interpersonal part of the FLOW Framework. While the other elements address more individual aspects of the creative life, we must also accept that creative work exists in an ecosystem, and we must learn to navigate that system. This FLOW component is all about communication and using our words effectively with others.

Work Your Words skills include how to:

• Reframe language that does not serve you
• Use language for problem-solving
• Set boundaries with strategic word choice
• Ask for what you need effectively
• Redirect and deflect verbal attacks

Skill-Based Learning and the Importance of Practice

One thing to keep in mind with the FLOW Framework, is that the emphasis is not on vaguely understanding amorphous concepts. When I teach this framework, the main task at hand is for writers to learn specific, concrete skills, then practice them in a safe space—a journal, a worksheet, a virtual workshop—so that when the need arises, they have that skill ready.

This is not unlike how I teach the craft. Yes, there are certain aspects of writing that are very cerebral and abstract, but the goal is always to translate those amorphous ideas into concrete techniques that writers can implement right away. This is why so many of our programs at DIY MFA include a live classroom component, where writers can participate in real time.

It is difficult to practice skills in isolation, though not impossible. If you find you don’t have the opportunity to join a life workshop or take a class in real time, you can still learn techniques and practice them on your own. The key is learning to look at the work you do in practice with an objective outlook. There is one DIY MFA technique I find particularly useful for practicing both the technical aspects of writing and those ancillary skills represented in the FLOW Framework. It is called the Petri Dish Technique.

The Petri Dish Technique

The idea behind the Petri Dish Technique is that you identify the skill you want to learn, practice it in isolation, then put the technique back into context after you have solidified it. For example, imagine you want to learn how to write better dialogue. First you identify that dialogue is, in fact, the problem you want to solve. Next, you find some dialogue exercises online or in a book of writing prompts and you do those exercises until you feel like you’ve nailed down the dialogue. Then and only then do you go back into your work-in-progress and fix the dialogue throughout.

The reason this technique works so well is because it allows you to practice a technique outside the context of your current project. This lowers the likelihood of you tinkering your story to death and making your voice feel stilted and artificial. This is not unlike how scientists might take a cell sample from an organism, run tests on it in a petri dish, then infuse the cure back into the organism once they’ve solved the problem. The petri dish allows for a safe space to run those tests and not kill the organism in the process. The same is true with your writing.

But what about those ancillary skills from the FLOW Framework? How can we use the Petri Dish Technique with those?

In this case, we have to get a little more creative. Instead of doing writing prompts, we need to find some other safe space where we can practice those skills. I find journaling to be especially effective for this purpose. If I don’t have a circle of trust immediately handy where I can try some of the skills out on real people, I find that writing about the skill in a journal can be an effective alternative.

This is why, when I teach the FLOW Framework I like to have worksheets handy so writers can practice the techniques on the page. This is especially helpful because I find many writers to be introverts, and introverts don’t often want to practice techniques through roleplay or other more extroverted activities. For writers, processing concepts through pen and page is often more compatible with their introspective natures.

Reclaiming Your Creative Flow

If you’re having trouble finding your creative flow, start by using the FLOW framework to identify which area of your creative life needs the most attention. Is the problem that you feel scattered and can’t concentrate on your creative work (Focus)? Is it something relating to your everyday writing process (Learning)? Are you perhaps struggling with a creative crisis like writer’s block (Obstacles)? Is the issue one of setting boundaries or communicating your needs (Words)?

Once you have a sense for the overall cause of this lack of flow, look at some of the skills listed above and see if you can find one that might help address the issue. (Note: the lists of skills are by no means exhaustive, so you might identify something that’s not on a list. That’s okay!) After you’ve selected a skill, grab a journal and spend a little bit of time writing about it.

A great way to journal about this is with the “So What?” Technique. Start by making some sort of statement about the topic at hand, like “I don’t feel inspired to write.” Then write “so what?” Answer with another statement, then ask “so what?” again. Keep doing this for five or six “so whats?” until you hit on the core reason behind the lack of creative flow. After that, write a few paragraphs about what you’ve uncovered. The purpose behind the five or six “so whats?” is that they allow you to go deep and not stop at the most obvious answers.

There you have it: a step-by-step guide to reclaiming your creative flow, using the FLOW Framework alongside practical tools like the Petri Dish Technique and the “So What” Technique.

Until next time, keep writing and keep being awesome!

P.S. For more info on Gabriela Pereira, the founder and instigator of DIY MFA, check out her profile page.

The post Writer Fuel: Lost Your Creative Flow? Use this Framework to Get it Back appeared first on DIY MFA.

This is one of the reasons I am such a huge fan of the Pomodoro Technique. If you’re not familiar with it, this is a method designed to help you eliminate distractions and get your work done. It originated in Italy in the 1980’s, where a young college student, Francesco Cirillo, was struggling to get through his studies. Using a tomato-shaped kitchen timer (hence the “pomodoro” in the name) he broke his study sessions down into short sprints where he would focus on the subject at hand until the timer went off. After experimenting for several years, he eventually found that the optimal length of time for each “pomodoro” (i.e. sprint) was 25 minutes with five-minute breaks in between.

The idea behind the Pomodoro Technique is that you set a timer and then focus on one thing until the timer goes off. After this focus session, you take a break, then come back for another one. You can keep doing this for as long as you like or until you have finished the task at hand. Every four or five sprints, you can also give yourself a longer break.

Why the Pomodoro Technique Works

There are two primary reasons why the Pomodoro Technique is so effective. First and foremost, it enables focus and helps you avoid multitasking. It also forces you to take much-needed breaks, which can have major health benefits.

(1) It Helps Avoid Multitasking.

The main reason the Pomodoro Technique works is because it eliminates multi-tasking, since you have to focus on one thing at a time. Multitasking may seem productive, like you are knocking out multiple tasks at once, but that is actually not the case. When you multitask, your brain can’t focus on multiple things at once so it’s constantly toggling between the various tasks. This leads to context switching.

Context switching is the phenomenon where, when you alternate between multiple tasks, your brain has to “reboot” every time it makes the switch. This might only take a split second but if you switch tasks enough times, those seconds will add up. You lose time whenever your brain has to switch tasks, which means multitasking is actually less productive than focusing on one thing at a time.

In addition, multitasking can lead to errors and can affect your brain health. When you multitask, it requires using more of your brain, which means that multitasking is less efficient than doing focused work. Multitasking can also create other health problems, like increased blood pressure or stress. Even if these problems are short-term, they can still have significant effects.

When you use the Pomodoro Technique, it forces you to focus on one thing at a time. Each pomodoro sprint is only 25 minutes long, meaning that if any distraction comes up—phone message or email ping, you can easily postpone attending to it until the 25-minute sprint is over. After all, it’s only 25 minutes. Then, when you have finished the sprint, you can catch up on anything else that may have happened while you were working.

(2) It Forces You to Take Breaks.

Another reason why the Pomodoro Technique is effective is because it forces you to take breaks. Many writers (myself included) love to immerse themselves in their writing, working for long stretches of time. But if you work for too long, you can end up injuring yourself. I speak from experience.

When I was in grad school for my MFA, I spent so much time writing that I eventually gave myself “golfer’s elbow” and ended up with my right (dominant) arm in a brace for several weeks. That definitely put a damper on my writing. If I had been more careful and taken more breaks during my sprints, I would not have injured myself and wouldn’t have had to postpone my writing for quite so long.

With the Pomodoro Technique, you take breaks every 25 minutes. This gives you time to stretch and move around, as well as rest your eyes, wrists, and hands. It may feel like you are wasting five precious minutes of writing time, but prolonged typing or staring at the computer screen can have adverse health effects. If you take care of your body, you will be better able to keep writing for the long term.

Not only that, but sometimes a break is just the ticket to help you get unstuck when you’ve written yourself into a corner. A short change of scene or activity can help your mind recharge and when you come back to your writing, you’ll be refreshed and more creative.

How to Use the Pomodoro Technique

Here’s a quick step-by-step on how to use the Pomodoro Technique.

1. Choose a timer. This should preferably be a dedicated timer that you only use for Pomodoro sessions. There are several Pomodoro apps out there (I like an iOS app called Focus Keeper) but you can also use a good, old-fashioned kitchen timer.
2. Set the timer for 25 minutes. During that pomodoro session focus on nothing else except your writing.
3. Take a 5-minute break. When the timer buzzes, stop and take a 5-minute break.
4. Rinse and repeat. Every four pomodoro sprints, extend your break to 15 minutes. 

Just remember that while you are in a pomodoro session, you should not do anything but write. No checking your email, no sending a text message, no logging into social media. All of these things can wait until the pomodoro session is done and you are on your break. If something comes up that is truly important—for example, you have a brilliant idea for another story—jot down a quick note to yourself, then get back to your focused work.

The Pomodoro Technique works best when the task at hand is big and overwhelming. If you choose a task that’s too short, you run the risk of completing the task before the pomodoro session is done. Doing pomodoro sessions is especially helpful when you need to break down a big, scary task (like writing a novel) into smaller, more manageable chunks.

For example, let’s say you are working on a novel or a memoir. It can feel daunting to crank out those 80,000 words, but with the Pomodoro technique, you can break that project down into smaller parts. Let’s do a little back-of-the-envelope math and see how you might map out those incremental steps.

Suppose that in a 25-minute Pomodoro sprint, you can crank out 500 words.That means you’ll need 160 Pomodoros to reach your 80,000-word goal. This may seem like a lot, but if you can do two or three Pomodoros in one day, that brings the number of writing days down to around 64. If you can work on your writing three times per week, you could have your first draft reach “the end” in around five months! Suddenly, that 80,000-word goal might feel a lot more doable.

I would also recommend, when applying the Pomodoro Technique to your writing, that you keep a log so you can track your progress. At DIY MFA, we are big fans of iteration and the best way to tweak and improve your writing process is to log your writing sprints. After all, you can’t modify what you can’t measure.

Make Adjustments to the Technique

As we wrap up this discussion of the Pomodoro Technique, I want to encourage you to give it a try, but also make adjustments as necessary. I find, for example, that for my own writing process, a 25-minute sprint is far too short, but 45 or 60 minutes gives me more time to immerse myself fully in my writing. If I was writing for longer stretches, though, I would also give myself slightly longer breaks, anywhere from 7-10 minutes.

In other contexts, 25 minutes might be too long. For example, in the past I used the technique with my children while helping them practice their instruments. (Little Man plays the piano, Lady Bug the violin.) What I found, though, was that 25 minutes was far too long for them to sustain their focus, so we dropped the length of the sprints to 10 or 15 minutes instead of the typical pomodoro sprint. We took shorter breaks between sessions (sometimes just 2-3 minutes) but they were able to sustain their focus for longer.

This is why I encourage you to experiment with the method and find the format that works best for you. There are no hard-and-fast rules when it comes to the Pomodoro Technique, so try some things out and see which combination of sprint and break lengths are most effective for you. Track your writing sprints and use the data to help you identify which variations work best.

Until next time, keep writing and keep being awesome!

P.S. For more info on Gabriela Pereira, the founder and instigator of DIY MFA, check out her profile page.

The post Writer Fuel: Why You Should Try the Pomodoro Technique appeared first on DIY MFA.

The truth about time management is that it’s not actually about time; it’s about other skills like choosing priorities and setting goals. The majority of time management boils down to assessing which tasks need to happen when, and how those tasks fit into a broader project. Time management is also about understanding which blocks of time are most efficient for you, so you can use your time effectively. Time on the clock is only a tiny slice of time management as a whole. Ultimately, time management has little to do with time itself and more to do with making effective choices and being strategic with how you allocate your tasks.

For the next few weeks, I want to delve into different facets of time management. In particular, I see time management having four different areas:

• Choosing priorities (so you know what to tackle first)
• Setting goals (so you can see how small tasks fit the big picture)
• Assessing time quality (so you allocate your time effectively)
• Using the clock (so you can be more efficient with your time)

Today, I wanted to focus on the first topic—choosing priorities. I believe this is the most important element of time management, because it’s all about knowing which tasks to tackle and when to do them. If you get good at choosing priorities, your ability to manage your time will increase exponentially.

But, how do you choose those priorities in the first place? How do you know what tasks to tackle first, and which ones can wait until later? This decision comes down to a couple of different factors.

Task Urgency

Which task has the earliest deadline? What step needs to happen first, so other steps can come later? Which part of a project needs to be done right now? These are all questions relating to the urgency of a given task, and often this is our greatest motivator.

Most of us are driven by urgency. It’s hard to ignore a task when you have a big, glaring deadline hanging over your head. Yet, while urgency is an important factor to consider, we sometimes let it overshadow other factors, like a task’s importance or ease. In other words, we may sometimes get caught up working on unimportant tasks, simply because they are urgent and calling our attention.

Task Importance

Instead of focusing purely on task urgency, we must also consider task importance. This means looking not just at a task’s looming deadline, but also considering why the task matters. In particular, it’s important to think about how a given task contributes to your greater goals. For writers, for example, we might get caught up worrying about immediate deadlines (“Oh no! That newsletter has to go out tomorrow”) instead of giving priority to more important tasks (“I should spend some time writing my manuscript.”) This is where the Eisenhower Decision Matrix can come in handy.

Eisenhower Matrix

Developed by Dwight D. Eisenhower, this two-by-two matrix considers both task urgency and task importance together. To understand where a task falls on the matrix, all you need to do is ask two yes/no questions: (1) Is the task urgent? and (2) Is the task important? (See the diagram below.) You can use this matrix to figure out what course of action to take with a given task.

Depending on where the task lands on the matrix, you will handle it in a different way. If the task is urgent and important, you need to do it right away. If the task is important but not urgent, you need to decide on a time when you will work on it. Important-but-not-urgent tasks are most often the things that will move you closer to your long-term goals, but they are also the easiest tasks to fall by the wayside. If a task is urgent but not important, you should look for a way to delegate that task if at all possible. This will preserve your precious time for the things that really matter. Finally, if a task is neither important nor urgent, you can simply delete it from your to-do list and ignore it altogether.

There are two additional categories that I add to this model but do not appear on the matrix itself. You see, sometimes there’s just no way to delegate or delete a given task. You simply have to do it. In that case, see if you can delay or divide the task so you can buy yourself some extra time. For example, suppose you want to sit down and write but you also have to clean the house. You could hire a housekeeper to do the cleaning (delegate) or simply let the house get overrun with mess (delete), but for many, neither of those options is feasible or optimal. Instead, you could try to delay the cleaning for a few days, or divide the task so you do laundry on one day, clean the windows on another, and so forth.

If I were to recommend the one area of the matrix where you want to spend the most time, it would be the important-but-not-urgent or “decide” box, because those are the tasks that make the most long-term impact, but they are also the ones that are easiest to put off. Because they are not urgent, it’s easy for these tasks to fall to the bottom of the to-do list.

The area on the matrix where most people spend their time is the important-and-urgent or “do” box. This is because these tasks are important (so they can’t be easily delegated) but they are also urgent, so they require immediate attention. I call the “do” box the “swatting flies” box because when we spend too much time there, it often feels like we’re knocking out tasks as though we’re swatting flies. The problem with swatting flies, though, is that the minute we get rid of one, another one shows up.That’s why so many people who spend a lot of time in the “do” box tend to end up burnt out.

Task Ease

A third consideration which does not appear on the Eisenhower matrix is task ease. Sometimes the difficulty of a given task will affect the order in which we tackle it. For example, some people might prefer to knock out all the easy tasks first, to give themselves that fist-pump feeling of accomplishment and to help them build momentum. On the other hand, some folks might prefer to tackle a difficult task first, to get it out of the way and while their mind is still fresh. Regardless of which approach you take, it’s important at least to consider task ease when setting priorities.

This consideration is easily ignored, because it’s not as objective task urgency or importance. Yet I would argue that task ease might just be the most significant of all three components because it considers how you best handle your priorities. You see, priorities are highly personal and what might be nonnegotiable for one person might be less significant to someone else. This is why, when we choose our priorities, we have to allow for a little subjectivity and individuality. Task ease allows for some of that flexibility, as does task preference.

Task Preference

Let’s face it, some tasks are fun and don’t even feel like a burden. Other tasks are about as pleasant as getting a cavity filled. Just like task ease, task preference will vary wildly from one person to the next. Unlike task ease, however, I do think there is an optimal way to handle task preference.

While with task ease there are arguments for either doing easy or difficult tasks first, with task preference, I think the most effective way to do it is to tackle the most unpleasant task first. It’s easy to procrastinate on things we don’t like to do, but if we don’t get those unpleasant tasks done, they’ll just hang over our heads like a sword of Damocles. Instead, what I recommend is to knock out those unpleasant tasks and then reward yourself with the more pleasant ones.

What does this have to do with writing?

As writers, we often have to juggle competing tasks, both in the writing itself, and in the areas of our life that compete with writing. For many of us, life is continually at odds with our creative work and it’s filled with pragmatic responsibilities like going to a day job, cooking meals, cleaning the house, and taking care of kids or aging relatives. With all these things on our plates, we can’t magically make time appear out of nothing, but we can manage our priorities and find ways to put our writing higher up on that to-do list.

Ultimately, time management is not about creating more time—because that’s impossible. Rather, it’s about being more effective in how we use the time we have. This starts with choosing priorities and deciding which tasks you will do when.

Until next time, keep writing and keep being awesome!

P.S. For more info on Gabriela Pereira, the founder and instigator of DIY MFA, check out her profile page.

The post Writer Fuel: The Truth About Time Management appeared first on DIY MFA.

For today’s analysis, we’ll be looking specifically at episode 20 from season 1, titled “Murder Takes the Bus.”  In this episode, Jessica and her friend Sheriff Amos Tupper are on a bus to Portland, Maine when they get stranded at a diner because of a storm.

One thing I love about this episode is that it’s a closed circle mystery, where the characters are all stuck together in one place and the murderer is among them. Closed circle mysteries take place in locations where the suspects have no way to leave, like a country house in a snowstorm or a desert island. The key characteristic of a closed circle mystery is that there is a limited number of suspects, they are all stuck together, and they all have plausible motives for murder.

Another thing I love about “Murder Takes the Bus” is that it’s a nod to one of my favorite Twilight Zone episodes: “Will the Real Martian Please Stand Up?” The premise is the same: a bunch of people stranded together in a diner during a storm. The only difference is that the Twilight Zone version involves Martians.

Not familiar with the DIY MFA approach to story structure? No problem. Check out this article for a detailed rundown of the framework.

Spoiler Alert!  As with any cozy mystery, we all know that the sleuth is going to solve the case in the end. The key, of course, is figuring out who the murderer is. If you haven’t seen this particular episode and you don’t want the ending spoiled, look for it on a streaming service. (I recently caught it on Prime.) Otherwise, be forewarned, there will be spoilers in this essay.

Okay, let’s dive into our analysis of Murder, She Wrote — Season 1, Episode 20: “Murder Takes the Bus.”

ACT 1: Jessica Fletcher and her friend Sheriff Amos Tupper are going to Portland, Maine for a banquet. Amos is anxious to get to the banquet early because there’s a raffle and the grand prize is a big-screen TV. Before they can leave Cabot Cove, the car breaks down and they are forced to take the bus. They board the bus and we meet some of the supporting characters including fellow passengers and the bus driver.

As they drive, Jessica notices a car following them. The bus stops in front of a state penitentiary and a man gets on. When he boards the bus, he seems to recognize one of the passengers, but it’s unclear who.

The bus gets stopped by an emergency worker who says the power lines are down and there’s flooding up ahead. Nevertheless, the bus continues on. The car that was following the bus passes them, then breaks down and the driver also boards. As he is putting his bag on the overhead rack, Jessica notices he has a gun under his jacket.

In Act One of any story, we always have to fulfill five promises: the character, the voice, the world, the problem, and the event that kicks off the story. Here’s a breakdown of the five promises as they apply to this episode.

Character:  The main character in our story is Jessica Fletcher, a retired school teacher who is now a mystery author. She often stumbles across real life murders and uses her mystery-writing skills to solve them.

Voice:  As with movies, this show does not have a voice per se but a mood. The opening credits help to set that mood by showing a montage of scenes from different episodes of the show interspersed with clips of Jessica at her typewriter. The music is light and upbeat, starting with a tinkling piano and followed by a full orchestra, including bouncy tubas. This music and mood are perfectly fitting for a cosy mystery.

Note that once Jessica and Amos are on the bus and the storm begins, the music changes dramatically from the upbeat piano and tubas in the opening credits to strident strings, reminiscent of the music in the movie Psycho. This is typical of Murder, She Wrote, where the opening credits set the tone for the show as a whole, but each individual episode has a unique score that captures the mood and personality of that particular story.

World: The world of “Murder Takes the Bus” is fairly limited. We have two primary locations: the bus itself, and the diner where the passengers are stranded. 

Problem: The problem at the start of this episode is that the sheriff’s car has broken down and the only way Jessica and Amos can get to Portland is by bus.

Event: The bus has engine trouble and they are forced to stop at the diner.

PIVOT POINT 1: The bus driver needs to stop to check the engine. He pulls over at the Kozy Korner Kitchen and the passengers go inside to stretch their legs. Jessica forgets her book and goes back to the bus to get it. There she finds a passenger dead with a screwdriver plunged into his neck.

As I’ve mentioned in past analyses, the pivot points have two components: an external event and an internal choice. In this case, the external event is Jessica finding Stoner dead and her internal choice is to tell Amos, who is a sheriff after all (even though this is not his jurisdiction). Jessica thinks it’s obvious that one of the people on the bus must be the murderer and tells Amos as much.

ACT 2: This is the part of the mystery where we compile the clues and try to put the puzzle pieces together. We learn the identity of the victim (Gilbert Stoner) and that he had just been released from prison. Jessica says she remembers Stoner’s name from her research. He was part of a bank robbery where at least one of the three robbers was apprehended and an innocent bystander was killed.

SUPPORTING CAST:  At this point, we also meet our cast of supporting characters. Each of the characters introduces themselves and says where they were at the time of the murder.

Kent and Miriam Radford: Kent is a math professor who is fascinated by statistics. Miriam is a librarian. Kent claims to have been playing an arcade game when the murder happened and Miriam was in the diner the whole time.

Cyrus Sleffingwel: He is an older gentleman and a retired postal worker. Like Miriam, he has been in the main dining room of the diner the whole time.

Steve and Jane Pascal: Steve is a computer programmer traveling with his wife, Jane, who is expecting. He says he was outside on the payphone at the time of the crime, but Jessica says she saw him through the window, having an argument with Stoner on the bus.

Joe Downing: He says he is captain of a fishing boat and claims to have been at the bar having a drink during the murder.

Carey Drayson: This is the man who boarded the bus from the broken down car. He says he is a jewelry salesman and he carries a gun for protection because he has valuable jewels in his sample case.

Ben Gibbons: He is the bus driver and he says he was fixing the engine. He adds that he left his toolbox on the bus so anyone could have taken a screwdriver and used it to kill Stoner.

After the introductions, Jessica pulls out a photo that she found with the dead man and says Steve Pascal bears a striking resemblance to one of the men in the picture. Steve refuses to reply but Jane looks at the photo and says that one of the men in it is Steve’s father who died during the heist (along with the innocent bystander). Stoner was caught and the other robber got away. Police never recovered the money.

After this discovery, Jessica begins to explore the diner and figures out that several doors lead outside so anyone could have slipped out and committed the murder. She and Amos go back to the bus where Amos notices a light blinking on the dashboard. That light is for a damper switch. While Amos goes to the back of the bus to check the switch, Jessica looks around the diner to investigate the doors and finds Stoner’s open suitcase out in the rain.

MIDPOINT: Back inside the diner, Steve shares a newspaper clipping giving information about Stoner’s release. That clipping also reveals that the innocent bystander who was killed was named Julie Gibbons.

Amos makes a citizen’s arrest, saying that the driver threw the damper switch on purpose to stop the bus. It turns out that the driver is Julie Gibbons’ father. He confesses to stabbing Stoner with the screwdriver, but Jessica steps up and says that he is not the murderer. She gives proof that Stoner was already dead when Gibbons stabbed him and that he died of strangulation, not stabbing.

This midpoint is a temporary triumph because at first it appears like the murderer has been found, but soon thereafter we realize that there’s more to the case than we first expected.

ACT 2 (CONT’D): The phone lines are down but Ralph, the diner owner, says there is a CB radio in the back room. Carey goes to try to call for help, but he leaves his jewelry sample case behind. Jessica confronts him, asking why he would leave such a valuable case unattended. He reveals that he’s not a jewelry salesman, but that he works for the insurance company and his job is to recover the money that was stolen in the heist.

Jessica wonders why, if they found Stoner’s suitcase, they didn’t find his overcoat or the book he was carrying. She and Amos go back to the bus to look and find both items a few rows behind Stoner’s body. They go back into the diner.

PIVOT POINT 2: The power goes out. There’s a gunshot. When the lights come back on, Jessica rushes to the back room. Carey has been shot but is only slightly wounded. The CB radio, however, has been completely destroyed. Captain Downing helps to tie a bandage around Carey’s wounded arm.

Jessica conjectures that someone among the passengers wants to find something that Stoner had. She believes someone on the bus is the third man from the robbery. Somehow in those few minutes of darkness, Stoner’s book has disappeared.

The external event for this pivot point is the power going out and the possible killer taking Carey’s gun. The internal choice is that Jessica does not give up and continues trying to find the murderer, despite the heightened danger.

ACT 3: Amos starts to search everyone for the book and they eventually find it in Miriam’s knitting bag. Jessica examines the book and finds a key hidden in the binding. She turns and accuses Captain Downing, saying he’s not a real sailor because he used a granny knot to tie Carey’s bandage instead of a square knot.

CRISIS: Downing pulls the gun, but just as he is threatening everyone, the door blows open in the wind. Amos, Steve, and some of the others overpower Downing and take the gun. Downing admits that he had been looking for the key but insists that he did not kill Stoner.

CLIMAX: Jessica says she believes Downing. Amos was right all along when he first made a citizen’s arrest. Ben Gibbons was the killer from the very beginning. He strangled Stoner first, then stabbed him with the screwdriver later to hide his crime. Gibbons says that he didn’t mean to kill Stoner but got caught up in a rage when he confronted Stoner about his daughter’s death. He thought that by confessing to the screwdriver murder, he would draw suspicion away from himself when the coroner determined that it was death by strangulation. He reasoned that if he confessed to the stabbing, he would no longer be a suspect for the real murder.

Ending Type: This is a happy ending because Jessica wants to solve the crime, and she does indeed solve it.

DENOUEMENT: The storm clears and it’s the next morning. The police take Gibbons away and the passengers board the bus to continue on toward Portland. Jessica and Amos are getting ready to head back to Cabot Cove when Amos gets an update about the banquet. He says it was surely a shame that they missed that drawing. Jessica tries to console him but then he reveals that she’s the one who won the TV, not him.

This is a classic Murder, She Wrote ending, where we get a happy scene after the discovery of the killer, often ending with Jessica laughing at some sort of a joke.

ABOUT COZY MYSTERIES: These are among my favorite things to read. What fascinates me about this genre is that while they have to adhere to strict “rules” they are in no way formulaic. I’m always amazed at how authors manage to create variation and keep readers guessing, while still sticking to the format. Cozy mystery “rules” include:

No Death On the Page: While you can have other crimes in cozy mysteries (like robbery, blackmail, kidnapping, or fraud), murder is the most common. That said, we never see the actual murder on the page. The body is discovered after the fact and we never see any violence. (In addition to no violence, cozies also generally don’t have swearing or sex.) In the case of this episode, Jessica finds Stoner already stabbed. We don’t see the actual killing on screen.

Amateur Sleuth: The person doing the investigating is often not law enforcement, but an amateur sleuth. This person usually has some sort of special skill that makes them ideally suited to solving crimes. In the case of Murder, She Wrote, Jessica is a mystery writer so she knows how criminals think (because she has to write them).

Quirky Supporting Characters: While the amateur sleuth is usually a unique and interesting character, the supporting cast is no less fascinating. Often the supporting cast includes quirky personalities, particularly those of recurring characters (like the bumbling Amos Tupper, the witty Dr. Seth Hazlitt, and Jessica’s dopey nephew, Grady Fletcher).

Quaint Setting: Cozy mysteries typically take place in small towns or other quaint settings. You’re not going to find a cozy mystery set in a gritty city, though sometimes the sleuth might travel to other places and solve a crime on their trip.

Keep in mind, one of the challenges of cozy mysteries is what folks have lovingly come to call “Cabot Cove Syndrome.” This is the problem that when you have a small town and a lot of murders, you may eventually run out of possible murder victims (and suspects). Murder, She Wrote sidesteps this problem by alternating Cabot Cove episodes with ones where Jessica travels somewhere else for writing-related events or to visit friends and family. Yes, an inordinate number of murders still take place in that idyllic town, but they are interspersed with episodes that take place in a variety of other settings like a fancy vineyard, a luxurious cruise, or an archeological dig.

The key to cozy mysteries is that readers want some predictability while still being in suspense as to whodunnit. Readers love the quirky characters and the quaint setting, and they love following along with the sleuth, putting the pieces of the puzzle together. At the same time, they want variety. This is why cozy mysteries will play with different themes and sometimes branch out into new settings. “The same, but different” is the key to keeping cozy mysteries interesting.

Until next time, keep writing and keep being awesome!

P.S. For more info on Gabriela Pereira, the founder and instigator of DIY MFA, check out her profile page.

The post Writer Fuel: Three-Act Analysis of Murder, She Wrote appeared first on DIY MFA.