Writing fiction for children

Aims

This course aims to: 

• introduce the range of fiction in different formats published for children of different ages
   
• consider story, and how to create compelling characters and plots
   
• learn techniques for writing a story into vivid life

Content

You will think about what a story is, and why children need stories. You’ll consider the privilege and responsibility of writing for young people, and the topics where particular care may be needed, as well as the opportunities for fun. From the apparent simplicity of picture books to long complex novels for young adults, and the early reader and middle grade chapter books in between, we’ll consider the different stories and treatments across the range. Where can we find story ideas? How can our own childhood experiences give emotional power to our stories? How can we best shape those story ideas through plot structures which pace and focus the story to best dramatic effect? You’ll play with ways to create convincing characters who readers will relate to and care about, however fantastical they are on the outside. We will think about story point of view and the storytelling voice. Would first person or third person narrative work best for our story? How can we perform dialogue between characters to best story effect? What about using literary devices such as diary form or text messaging? And how can we write a picture book text which will share the job of conveying story with illustrations? When should we let pictures do the work whilst text stays silent? How might pictures and text contradict to comic or dramatic effect? We will think about how best to approach the task of getting a story published; ways to approach agents and publishers, the opportunities to be found in less obvious places, the likely outcomes from those approaches. And also consider how best to continue developing your writing for children skills beyond the end of this course. 

Presentation of the course 

The course will mix short lectures from the tutor with discussions and with short writing exercises. A daily (non-compulsory) writing task will be set that can be worked on before the next day, and we will then workshop what you have written, developing your work further. Questions and ideas expressed during the sessions are welcomed. 

Course sessions

1. Why write for children? What kinds of books are written for different ages and stages of childhood? Considering different book formats. Who do we, personally, want to write for? 
    
2. What is a story? Which ones did we love as children, and why? We’ll look at where to find story ideas from our experiences and observations, how to apply imagination to those ideas, and shape them into stories. Task: writing a simple story for young children.
    
3. Workshopping the stories we’ve written, and developing them further, perhaps using traditional stories as a template.
    
4. Considering the importance of character powering their story into life. How to find and create compelling characters. Thinking about ‘baddies’ and motivation and portraying telling details to bring characters to life. Task: to create and convey a character within a sentence.
    
5. Workshopping the characters created in the previous task, and beginning to think about their story shape.
    
6. Considering plot; how to create and control it. How to think up clever plot ideas, then let imagination work with logic to shape a satisfying beginning-middle-end story shape. The jobs those three key elements within a story need to do. Setting that plot in a distinct time and place. The role of fantasy. Task: to create a basic plot outline.
    
7. Workshopping plot ideas and developing them further to create strong potential stories 
   to work on.
    
8. Thinking about the voice we use, and the techniques, for bringing a story to imaginative life through writing. The careful use of few words to be read out loud for a picture book text. To use rhyme or not? The need to paint pictures and animate characters through words alone in novels. The restrictions when writing texts for beginner readers. How to milk your drama! When to stay quiet and let reader imagination fill a gap. Task: to write a story opening, using different points of view.
    
9. Workshopping those story beginnings and considering how they could be developed.
    
10. How to approach getting published. Agents. Publishers. Competitions. How to present your story in a professional way. Where to find help in developing your writing for children. A chance to ask further questions or debate issues to do with children’s literature.

Learning outcomes

You are expected to gain from this series of classroom sessions a greater understanding of the subject and of the core issues and arguments central to the course. 

The learning outcomes for this course are:

• to acquire an appreciation of the opportunities and responsibilities inherent in writing stories for a child audience
   
• acquire some understanding of how to create convincing yet accessible characters and plot through skilled use of text, sometimes to work in conjunction with illustration
   
• gain insights into the professional commercial world of children’s literature, understanding the challenges and rewards to be found, and potential ways to develop skills further 

Required reading

There are no compulsory required readings for this course. However, familiarising yourself with recent children’s fiction for different stages of childhood will help you get the most from this course, and if you want to bring and share examples that is welcomed. I suggest a visit to the children’s section of Cambridge Central Library in the Grand Arcade (CB2 3QD) a ten-minute walk from the Summer Programme location. Spend some time looking at the range of children’s books from board books to young adult novels, considering how they handle their stories, and what sorts of stories they offer. Borrow or buy any that particularly appeal if you decide to read them more fully. There are exceptionally good children’s book departments in both Heffers Bookshop on Trinity Street and Waterstones Bookshop on Sidney Street. Of course, you may well have such resources nearer to home before travelling to Cambridge. 

Typical week: Monday to Friday 

Courses run from Monday to Friday. For each week of study, you select a morning (Am) course and an afternoon (Pm) course. The maximum class size is 25 students.   

Courses are complemented by a series of daily plenary lectures, exploring new ideas in a wide range of disciplines. To add to your learning experience, we are also planning additional evening talks and events. 

Evaluation and Academic Credit  

If you are seeking to enhance your own study experience, or earn academic credit from your Cambridge Summer Programme studies at your home institution, you can submit written work for assessment for one or more of your courses.  

Essay questions are set and assessed against the University of Cambridge standard by your Course Director, a list of essay questions can be found in the Course Materials. Essays are submitted two weeks after the end of each course, so those studying for multiple weeks need to plan their time accordingly. There is an evaluation fee of £75 per essay. 

For more information about writing essays see Evaluation and Academic Credit. 

Certificate of attendance 

A certificate of attendance will be sent to you electronically after the programme.