Tag: research

Meet Chloe

Meet a bold girl with a wild spirit: Chloe in Web of Deception Child of Miny’lyra

August 29, 2017

Meet Chloe

Sometimes when authors create a character, the character is based on a mash-up of features and attributes they admire in many people or desire in themselves.  Chloe in Web of Deception is such a character.

Chloe has beautiful dark skin with dark hair sensibly braided and clothes she’s managed to make out of skins.  Her leather clothes are because she denies using the linen tunics common to the slaves in the household where she’s been captive for many years.  Chloe is determined (some say stubborn).  Keeping her traditional dress reminds her that she will not remain a captive.  She keeps memories of her homeland even though she was very young when she was captured.  Chloe is bold but quiet.  She is calculating and analytical.  She prides herself on not being emotional; her captive life has taught her emotions are only a weapon others can use against her.

Chloe’s deer-like appearance hails from her birth land.  She blends into the forests and jungles like a ghost.  Her boldness and shrewd logic are qualities I wanted in myself.  Her passionate fire and unstoppable determination were qualities I observed in my sisters.  Her bane is a streak of passion that can ice to frigid darkness – this is the evil twist of her positive qualities.

Creating Chloe was a challenge and manipulating her character believably was complicated.  This is what makes her character fit perfectly into the dynamic of Web of Deception’s storyline.

Chloe has lived waiting for a specific person to enter her village.  She has one close friend, Vi’liam, a military trainee with no family, who listens to her and sees her as a little sister to be protected.

She feels the presence of this person when a captive is taken by the military commander and she determines to release and follow him.  This captive is Jordan.

Be sure to check out the rest of Chloe’s story in Web of Deception on the nook!

Thanks for reading!

Type at you later…

~Nancy Tart

Investigating

July 25, 2017

Investigating

One of the things I love about writing anything factual, like the Home Edge Readers, is the research and investigation I get to do.  I love to learn about something new.  I enjoy compressing it into a compact form yet still managing to include most of the important facts and unique terminology.  (Like “rift” or “Plinian explosion” in volcanology.)

As a Mom, passing on the love of learning is my passion.  Children are normally curious.  I don’t want to squash that.  I want to build on it.  I want them to always look at the world with wonder and ask questions about whatever they want to know.  If they want to know about something, I want them to investigate: read, touch, listen, explore, and learn.  By definition, this is true science: the observation of the world around us.

Early scientists from all cultures (even if they were still called by some title other than “Scientist”) observed and wrote or drew about the world around them.

When I watch children learn, they observe, draw, write about, build models of, manipulate, and ask questions.  Our natural curiosity needs to be fed so we always want to learn!

Consider this beach day:

The water was cold so only the older girls were in the water deeper than their ankles.  Lucas seemed to smell the November cold.  (That’s Florida cold, though, as you can see they were in bathing suits!)  He didn’t even try the water.  He started off by chasing gulls.  Seagulls in Florida have learned the art of evasion.  I think they laugh at these funny miniature humans racing toward them making odd animal-like shrieks.  They watch until just the last moment, and hop-fly about 50 yards away.  Their bright black eyes challenge said little human as if they are saying “you can’t catch me!”  Of course, without adult intervention, Lucas would chase a single seagull until he dropped from exhaustion. (Maybe this is a seagull’s crab hunting technique?)

But as Lucas starts chasing, he steps in a squishy, odd thing he hasn’t touched before.  Two crabs race out of the seaweed and waddle into the water.  Lucas jumps off of it and dances around it, laughing.  Jillian joins him and pokes it with a small piece of driftwood she’s picked up from somewhere.

“What is this, Mom?” Jillian asks.  So I explain its seaweed washed ashore after the storm.  They spend about ten minutes poking, prodding, lifting, and observing that one clump until Lucas is sure it isn’t dangerous.  Now he uses his new knowledge and seaweed clumps become toys!

Jillian and Lucas built a seaweed mountain that stood as tall as Lucas, but they weren’t faster than the tide.  They also watched the ocean “eat” the seaweed a few strings at a time and carry them off.

At home, for many days later, Jillian drew her impressions of seaweed.  Whenever we watched ocean documentaries, she would spy seaweed and yelp, “that’s seaweed, I know that!”

She “knows” seaweed because she explored it and played with it.  I want my children to know anything they want to learn about that completely.  To have touched, tasted, researched, and immersed themselves in it.  It doesn’t matter if the subject is baking, gardening, crocheting, fractions, nouns, writing letters, raising chickens, equations, times tables, letter sounds, zoology, biology, or whatever they want to learn.  I want them to dive into it and “know” it.  I figure the best way to teach this is to show them that I learn this way too.  I let them see me looking things up, studying various recipes before I attempt a dish, reading their algebra books ahead of them to “relearn” it, searching with them when they have a question I can’t answer, and researching for my books.

I want learning to be a passion for them.  Because once you discover a love of learning, you will always be investigating new things!

Thanks for reading!

Type at you later…

~Nancy Tart

Research for Caleb

June 8, 2017

Caleb

I love to write historical fiction.  Historical fiction is fiction (a made-up story) set in a historical setting.  It can be following an actual historical figure, about a historical figure, place, or event, or a made-up story in a real time in history.

Writing historical fiction requires research.  The deeper and more accurate your research, the more in-depth and believable your story will be.

For example, “The Living God” is a historical fiction story.

Historical setting: Babylon, 6th/7th century BC

Historical figures: Daniel, counselors, princes, King Darius (Persian)

Culture(s): Recently occupied Babylon, rule was Mede/Persian, servants/slaves of various conquered tribes/nations/villages including Judean (Israelite)

For this story, I researched the culture of Babylon pre-occupation, the culture of the Mede/Persian empire, and the Judean culture for the time period of the story.  The Babylonians had a rather effective “conquer and subjugation” method of stealing conquered people’s high-ranking children and using them in court service to prevent uprisings.  They generally treated these individuals as princes and only took the best of the best.  Daniel was one such captive.

I also researched what was available on King Darius (and Mede/Persian rulers of this time in general), and Daniel; as these were my primary historical characters.

This research gave me insight into Daniel’s mental state.  Reading historical information about him revealed that he was grateful for his position, served his masters (at least three different kings) faithfully even if he disagreed with them, fulfilled his duties honestly, yet considered himself a prisoner and yearned for release and the ability to return to his homeland.

I created a main character to follow (Caleb) as a palace slave (captured youngster from another dominated tribe) using the cultural information I could gather.  Caleb is feisty, independent, used to being above the law (a noble in his former land), yet knowledgeable of the laws of his captive land and attempting to follow them.  As my research showed that often pairs of children were stolen, I also created Miriam, Caleb’s younger sister who is more accepting of her lower status as women were culturally lower than men even in nobility.

Since “The Living God” is a retold Bible story, the central storyline (regarding Daniel) is taken from the Biblical account.

So, that’s just a little bit about the research behind one short, historical fiction story!  I love researching things, so historical fiction is a favorite genre of mine.  Try that out with your next story – research and write!

Thanks for reading!

Type at you next time,

~Nancy Tart

 

 

Building Katy Bear

May 30, 2017

Building Katy Bear

“Tell me a story about creation!” Pipes Christina.

“Animals!” bubbles Rebeccah.

So began a little story about a bear named Katy who wants to see God create something.  This story was told for about three years before I wrote it down because Rebeccah wanted to read it to her younger sisters.  We added Ralph Bear and the raven changed to a wise old owl. Ralph was added because the girls wanted Katy to have a brother.  Rebeccah said we had to change the raven to something that lived longer so it would be more believable.  (Animals talking and praying is believable, but an old raven isn’t)

They had lots of discussion about different birds but the owl won.  He could be very old.  Birds were made before mammals so he could remember God creating.  The Bible calls owls wise. Kimberly was the toddler when we wrote it down on paper (okay, typed it on the computer and printed it out) so Christina wanted another bear.  Rebeccah said bears have singles and twins, so a third bear wouldn’t really work.  Christina reasoned it was a fairy tale and anything could really happen.  We looked up lives of bears.  Because they usually do just have twins, Christina pointed out that this story takes place before the flood – maybe pre-flood bears had triplets and quadruplets!  Rebeccah wanted to know why bears would have more babies before the flood.   Christina’s reply was that they were obeying God’s command.

“Which one?”

“Being fruitful and multiplying and filling the Earth.”  Christina said, “that would easily explain why animals in olden days had more babies.”

“Mice live today and they have tons of babies.”

“That’s because they have lots of things that eat them.  Who eats bears?”

Well, that prompted some more investigation into the lives of bears.  We learned a great deal about bears in the few days while we wrote “Katy Bear’s Request.”  Christina and Rebeccah even bought a National Geographic DVD special on bears from the resale store because now they love bears.  (Kimberly LOVED watching this movie, along with the VHS tape about African lions – zoologist in the making)

I learned a lot about bears.  What I really like about researching for a book is that I can drag the girls into it too!  We all take a few days and launch into learning about whatever subject.  For Daydreamer, most of our knowledge was already there (farming, food without processed flour, community) but for Pirate Child, we dove into learning about “the deep” ocean; building challenges, what kinds of creatures Ethan would see, basic physics of underwater travel.

For Katy Bear’s Request, we learned about bears.  I always wonder what subject we’ll become “little experts” (as Rebeccah calls it) on next time!

Thanks for reading!

Type at you later,

~Nancy Tart

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