Naming your character

New book from Carlong Publishers ( Caribbean) Ltd

Having just completed a battle with one of my characters about her name, I am more now keenly interested in the names to chose for characters in my stories.

Names can be a clue to period in a story as names, like other things, go in and out of fashion. You wouldn't (normally) want to give a character in a historical story a modern name.Whenever I hear someone named Hazel, for example, I know  that person is usually near to my age group. I suppose George will be back in fashion after the new English prince was named. If you check a search engine you will see that some names are perennial - bible names for example. Some never go away David, Daniel, Matthew, Mark, John, Samuel. Mary, Martha, Ruth and so on.

If you are writing a contemporary children's or YA story, especially in Jamaica, (maybe elsewhere too) you had better be aware of the names which now exist. I was alerted to this when the proof reader at the company producing my latest book Ash the Flash (co-written with Nattalie Gordon) asked that the name of the secondary character be changed. Both of us writers agreed that to change his name at this late stage would be alarming both for us and the character - as if he would become a different person and change the mood of the story. Nattalie had named him Kenroy and the reader thought that this was too old fashioned for a contemporary twelve year old. I compromised by changing the spelling to Kenroi which made it look more modern, even if the pronunciation was the same.

Photos: Bryan Cummings

The recently concluded Girls and Boys Track and Field Championship in Jamaica was spectacular for broken records, the courage of the children and their compassion for those injured or for those who didn't win a race.

One of the interesting things for me was the names of the competitors. There were a few sprinklings of names like Christopher, Anthony, and Robert. I remember when Travis and Akeem seemed new and daring. I was aware that parents had started uniting parts of their names for their offspring, but some of these names had me sitting up and taking notice. I suspect that it's only the familiarity of the commentators with the stars of track and field that made them able to pronounce some of the names and even then sometimes they had to back track.

I am not saying there is anything wrong with these names. Just be aware if you are writing a contemporary story that you should pay attention to current names.

Here are a few, I wrote down..

GIRLS

Ackeliah, Argyanna, Asaine, Asschani, Avagay,

Cameena, Camira, Codi-Ann

Daejan, Delicesha,

Geneke,

Janeek, Jynell,

Khanoy, Kissi -Ann

Olian, Oweneika

Sanique, Sherdia, Shaneil, Shelica, Santanya, Sheriann, Sashell, Semoy

Tachece, Tulia,

BOYS

Aykeeme

Dejour, Detroy, Devannah,

Chadrick, Chevenne, Chadoye,

Jauvaney, Javon, Jevuaghn, Javad,

Lafranz,

Nathon,

Oquendo,

Rajay, Rakeem

Shamor,

Twayne

Yashawn

Of course, you can always make up a new name for your character or change the spelling of a name you like. I was thinking that if I combined parts of my name I could get something like Hadesim, or Hadecam. Trouble is I wouldn't know if this was a girl or a boy. Many interesting possibilities here.

My friend and fellow children's writer Diane Browne is among the names on the shortlist for the Burt Award for YA literature in the Caribbean.I am singling her out primarily because I was the editor of her book as well as Series Editor for the Carlong Sand Pebbles Pleasure Series - this is the 9th book in the Series from Carlong Publishers (Caribbean ) Ltd.

I do congratulate all those shortlisted and wish them well. I know a few of the other writers.

I suspect that there might not have been a lot of entries fitting into the Young Adult (YA) section of writing for children in the Caribbean. There might still not be many writing for this age group.We still seem a bit hesitant to recognize that books for children differ according to the age range for which they are written. As soon as one mentions children's books, many people immediately think of picture books with bright colourful illustrations for the very young.

As we know, children develop at different rates, so books are geared to different stages of their development in quite arbitrary age ranges which should be used only as guidelines. The age divisions are mostly  marketing categories for grouping books on shelves by the target audience, and overlap for different publishers.

Broadly speaking the divisions are
Picture books for infants through preschoolers (read by adults to the children)
The early readers cater to those learning to read and include picture story books and early chapter books.
Next come  the middle grade novels for the age range  8- to 12 - the so called golden age of reading
Then there are the tweenies roughly for the 11-14 age group bored with the usual middle grade material but not yet ready of YA.

Young Adult (YA) stories and novels are effectively on the same mature level as works for adults, but deal with the concerns of that age group anywhere between 12 and 14 to 16/18. Here you will find books closer to the younger or higher end of this age group. Some of the contemporary YA novels are quite popular with adult readers.

I am happy that the Burt competition specified YA material and didn't just say books for children. It seems quite unfair to have a competition which includes all the different groups in one. Not even middle grade and YA books should be judged in the same category.

The Burt Award shortlist 

The shortlisted titles are:

• Island Princess in Brooklyn by Diane Browne, Jamaica (published by Carlong)
• 
  
• All Over Again by A-dZiko Gegele, Jamaica (published by Blouse & Skirt Books)
• 
  
• Barrel Girl by Glynis Guevara, Trinidad and Tobago (manuscript to be published)
• 
  
• Musical Youth by Joanne Hillhouse, Antigua and Barbuda (manuscript to be published)
• 
  
• Abraham’s Treasure by Joanne Skerrett, Dominica (published by Papillote Press)
• 
  
• Inner City Girl by Colleen Smith Dennis, Jamaica (published by LMH Publishing)

The finalists were selected by a jury administered by The Bocas Lit Fest and made up of writers, literacy experts and academics from the Caribbean and Canada.

The first, second and third place winners will be announced at the NGC Bocas Lit Fest in Port of Spain, Trinidad and Tobago, on 25 April 2014.

Good luck y'all.



 

More on Hi/low readers

 

Several yeas ago, I was commissioned by the local UNESCO office to write a series of booklets dealing with social issues aimed at adult new readers. Since there is often differing levels of reading competence, I tried several ways of making the material available.One such was to split the facing pages with captioned illustrations, comic style, on the left and the story text on the right.

Sharon's Song, one of the booklets, used this technique. The story told of a family- father mother son and daughter. The father would hold  regular drinking sessions at home with his friends on weekends and command his son to clean up the mess. The teen began to drain the bottles of rum and eventually became alcoholic. In search of liquor one night, he is gunned down. The family falls apart. The mother becomes crazy, the daughter wild and into drugs. The father, aware now of how his behaviour affected his son, tries to put his family back together, He seeks counselling and assistance.

Here are two sample pages

The theme for all the stories was that was that although things might fall apart, there is help for those who seek it. 

Sharon's Song should have had a cd to accompany it, as the story is told in what could be the lyrics of a song - soca and reggae style for the different sections.(In the illustrations, the storyteller is actually a singer with accompanying band.) This would also enable the reader to follow the text. Unfortunately, that part of the exercise fell through. I am aware that the text should have had a more reader friendly layout.

However, I am wondering if that presentation, comic version on one side and accompanying text on the others would entice reluctant readers. It would be interesting to try this for the hi/low readers I am compiling and evaluate the results as a project.

New Year writing angst revisited

When it comes to non-textbook material especially for the 'tween and YA groups

(ages nine to fourteen approx),who may not be fluent readers, it seems to me we are caught between two rocks – making these books available in print form or making them available on the Internet.

As far as print goes, I am leaning on one hand to the idea of single stories in small sized books – almost throw away, with stories of high interest dealing with the sort of everyday situations the children experience – the so called hi/low books.

On the other hand 'everybody' is saying that the Internet is the way to go. Graphic novels, interactive material providing constant stimulation (as well as distraction from actual reading and assimilation and appreciation of language).

I am no expert on reading habits. I am merely responding to the frequent lamentations about the low reading skills of too many of our children. I write stories which I would like to get out to the children, but to get them into print would need sponsorship which is rarely forthcoming for publishing books. (There are other writers with this concern also.)

At the moment, the Internet is not the all embracing answer for us in Jamaica and perhaps the Caribbean. There is just not enough access for the majority, so the stories would have to be part of a 'programme' in the schools for them to reach many of the target readers. Just putting them on the Internet as ebooks won't work, Our people don't buy books. Some parents might subscribe (if the school says they should) but not many are going to be willing, or have the equipment to read, or are able to purchase an ebook even if it is going for only 99 cents.

In this new year how can we address this challenge? It is necessary to feed and to provide text books for the children. It is necessary to develop sports, but feeding the mind through the development of the reading habit gets low priority in the mix of helping our children to develop rounded personalities.

The positive influence fiction can provide for children has been well documented. Just look at projects which seek to get information to the children on social issues – drug abuse, AIDs etc. Usually the most important component will be to develop stories for the targeted age groups.

The way fiction works it helps children to develop their imagination not just for fantasy, They can experience different lifestyles, see how others solve problems similar to theirs and widen their experience of life in this 21^st century global village we now inhabit.

We should do everything we can to encourage the reluctant readers by getting relevant books – our books - into their hands.  

See also http://jambooks-fiction.blogspot.com/2012/01/port-atty-and-ram-hilo-reader.html
I just finished this story - turned out rather well. I like it..

Carlong's new children's book

Coming Soon

Just round the corner

Look out for it

 

Ashton becomes the most popular boy at his school when he suddenly acquires great running speed. His friend, Kenroi, tries to help him maintain this speed. However, the boys may be dealing with something which they cannot control. Can Ashton live up to the expectations of his father and school? In the end, he has to make a vital decision. What is the right thing to do? This is a fun 'boy to enjoy book'. Girls will like it too.

Reader review of Mr King's Daughter

 

 

Most Helpful Customer Reviews

5.0 out of 5 stars Jack Mandora, mi nuh choose none! September 7, 2013

By Yaz

Amazon Verified Purchase

Very well written! The imagery was incredible and I could immediately see this on HBO: Happily Ever After fairy tale series. The story was beautifully told and was written for any reader to jump into the pages. I laughed, I felt sorry for Simone in her prison and happy when she found success, and anger towards Cock Chicken (appropriately named). I quietly rooted for Clinton and I even empathized with Mr. King's dilemma of wanting to protect his daughter, but also wanting her to be happy. He really meant well...

I would recommend readers from all age groups.

I love how Campbell was able to take us to 'country' and then bring us back to 'town' (Twitter and these TV reality singing shows) I hope really she finds a way to put this into production! I'd love to see this in action...and that ginnal anansi bwoy Cock Chicken!

A new fairy tale awaits inside "Mr. King's Daughter."
Mr King's Daughter

Jack Mandora, mi nuh choose

Another excerpt from Mr.King's Daughter

 

http://www.amazon.com/dp/B00ESEWI6I

Here's another excerpt from my new ebook  Mr King's Daughter  - A modern folktale 

What a buzz of excitement filled the village! People began to gather at Mr. King’s enormous iron gate from early on the first Monday morning to see the young men who had got invitations to try to make Simone laugh.

It promised to be the best fun for the year, just like a reality show on cable. In no time at all, jerk pan, bag juice, drinks, cigarettes and other aids to entertainment materialized on the roadway leading to the King's gate.

The young men had to walk from the gate up the long driveway, so that Mr. King could watch them and get an idea of what they were like. Each was given half an hour to try to make Simone laugh.The crowd surveying the suitors got their bellyful of laughter.

“A whe him a go! Look how him head big and round like Mandora coconut."

“Coo dere! Jonkunnu a come!”

“Ah like you hairstyle, man. Dat alone mus mek Simone laugh.”

“Massi mi Massa. Is a duppy dat?”

The men, with Mr. King’s fortune on their minds, ignored these and other insulting remarks.

The crowd hissed and booed them when they returned to the gate looking dejected, because they had not made Simone laugh.'  

It's an entertaining read, folks. Get a copy http://www.amazon.com/dp/B00ESEWI6I

Excerpt from Mr.King's Daughter

Here's an excerpt from Mr. Kings' Daughter my new ebook It's a modern folktale. Take a look inside on amazon

  '"I want my princess to be happy, so the young man who can make my daughter laugh will get her hand in marriage." He gleefully announced his plan to Miss G, who didn’t need any urging to spread the news. In no time at all, all the villages around were buzzing with the news that Mr. King would give his daughter in marriage to the first young man who could make her laugh.
   Excitement broke out when the news spread. The young men in Hopeful Village and surrounding areas began to spruce up themselves. You should see them! Some got special haircuts the sight of which would make an ordinary girl collapse with laughter — bumps and curls and plaits and shaved head — separate and mixed. Special clothes fit for clowns or old time jesters were made. They went around practising big boy jokes on anybody who would listen. Some even went to the nearest town to check the Internet. The owner of the site jokestotickleyourgirl.com must have wondered about the sudden increase in daily hits.'
http://www.amazon.com/dp/B00ESEWI6I

It's Available ebook - Mr King's Daughter

http://www.amazon.com/dp/B00ESEWI6I

This story, a pseudo - folktale (a la Anansi story), is more at the YA level.I was thinking about an Anansi story and this slowly began to emerge and split in two - Part one is reminiscent of a folk tale and part two segues into modern times. A bit of an experiment. It is now available on amazon as an ebook http://www.amazon.com/dp/B00ESEWI6I

Synposis
Simone is the isolated daughter of wealthy Mr. King. They live in rural Jamaica. Simone is lonely, very unhappy and never smiles. Her father who would like to see her happy thinks that maybe she should get married, but he is fearful that some man might marry her only for her inheritance. He decides to have a contest. The man who makes her smile can have her hand in marriage.He intends to vet the contestants so that no unsuitable man would be in the runnings.

Of course, among many other suitors is an Anansi type who does get her to laugh and a wedding is arranged. However, the wedding falls through and Simone runs away to the big city where after several adventures she meets her true love.

My granddaughter designed the cover, and the Anansi reading on the title page
http://www.amazon.com/dp/B00ESEWI6I

Other books

See my ebooks short stories for adutls

http://www.amazon.com/dp/B007U78HEC

AND

http://www.amazon.com/dp/B00EEAWWCG

Elements of a good story_Using story books to introduce Literature

How to read and understand a good story
                           with reference to:
                           The Ring and the Roaring Water by Diane Browne
                          Little Island – Big Adventures by Maria Roberts Squires
                        
                           Reading age – 10 -14 years

      

A FEW REMINDERS

Teachers - let us begin by reviewing the main elements which make up a good story. Remember that all stories are different; some may be stronger in some elements than others, and some might present problems as they won’t fit neatly into these guidelines. (Simplify for the younger students)

    Elements of a Good Story

I. Character
    The story must have at least one character. This may be a person, robot, animal, monster, alien and so on. Most stories have more than one character. The most important character in the story is the main character also known as the protagonist. The protagonist will have a problem to be solved or a goal to be achieved. How the protagonist achieves his desired goal, his setbacks and triumphs, make up the plot of the story.   
  A story will also have minor or secondary characters. Minor characters will not be as important as the protagonist but they should have a defined position, a reason to be in the story, helping it to move forward. Sometimes, one minor character plays the role of the antagonist – this is the person who gets in the way of the protagonist, and prevents, or tries to prevent him or her from reaching a desired goal.

Characterization
  This refers to how the personality of the character(s) is revealed.  Example: their appearance, actions or thoughts; their comments and how others react to them. The author will sometimes make direct statements about the characters, or reveal aspects of the character through their actions and what other characters say about them.
   

II. Setting
    When and where the story takes place. By the end of the first page or chapter, (depending on the length of the story), you should have a pretty good idea of the time and place in which the story occurs. Is it historical? If so at what particular time in history. Is it contemporary? In what country or part of a country does the action take place?
  Setting can help to establish the mood of a story. If the story begins in an old dilapidated house, on a moonlit night and there are bats flying around, the reader is entitled to expect an adventure in a haunted house.

III. Plot
    This is the chain of related events that tells the reader "what happens" in a story. Short stories will have one plot line, while a novel will have subplots which mirror and link to the action of the main plot.
    Plot always involves conflict of some sort, such as the struggle between opposing characters or forces.
    Example:
    man against man
    man against nature
    man against society
    man against self
  The plot reveals how the character goes about solving a particular problem or reaching a particular goal. It often moves forward by cause and effect. One action will cause a consequence (good or bad) which leads to another action and so on. So the protagonist moves towards the climax, having to overcome one obstacle after another, (rather like a hurdles race) each one seemingly more difficult than the other.

IV.  Climax
  The story reaches a climax when the action reaches its highest point of interest and can go no further - the problem must be solved or the goal attained.(Think of a step ladder) If the character cannot solve his or her problem, we say that the story has a tragic ending.(tragedy) Otherwise it ends happily. (comedy).

V.  Resolution – or Falling Action - The events and complications begin to resolve themselves.  The reader now knows what will happen next and if the conflict is resolved or not (events between climax and denouement). 

VI. Denouement - This is the final outcome or untangling of events in the story. Any loose ends must be tied up.

VII. Point of View
    Through whose eyes( and heart ) the story is told. The story can be told through different points of view.
    1st Person – this is limited to the character telling the story (often the protagonist)
Example: I was walking along the road minding my own business when a car pulled up beside me and a very mean - looking man got out and stood blocking my way.
  A story which begins like this will continue to tell you exactly what the person who is the “I”  did, saw and felt.
(This is the point of view in the novel Little Island – Big Adventures)
    3rd Person (Limited) – Although the voice is that of a third person narrator, this voice is limited to the actions and feelings of only one of the characters in the story.(Again, often the protagonist’s) All the action is interpreted through this person’s eyes and feelings.
   In the example above the passage would now read: John was walking along the road minding his own business when a car pulled up beside him and a very mean - looking man got out and stood blocking his way.
  The reader would learn what happened after this through John’s actions, feelings and interpretations.
    3rd person (Omniscient) –  this is the "the all-knowing" narrator. The voice is of someone outside the story who can tell you what any one of the characters is doing and feeling, at any time. Since this point of view is all-seeing and all-knowing, it can easily move the story about from place to place and from character to character. Many stories use this point of view.
(This is the point of view in the novel The Ring and the Roaring Water)
It is not wise for an author to mix these differing points of view in any one story except in very special circumstances. Mixed points of view can create confusion for the reader. Sometimes however, especially in a long story, the author  will move from the 3rd person omniscient viewpoint to the limited 3rd person. This helps to give the reader a more intimate peek inside the protagonist.

VIII. Theme
   This is the main idea of the story; the meaning that the author is attempting to get across to the reader
   Themes are generally about universal human conditions such as love, survival, courage, hate, jealousy, greed, ambition, friendship, and so on.
   The author will, however, have something specific to say about this theme. This can usually be summed up in a sentence. Example, if jealousy is the theme, the story might be pointing out that jealousy can spoil a good relationship. This would be the lesson that the protagonist would learn.

IX.   Style
  How is the story told to us? Does it use special language? Is it funny, sad, sarcastic, violent, emotional? You will quickly be able to ascertain the author’s style by the choice of words and your own reaction to what you are reading.

X.   Dialogue – the conversations of the characters in the story. Pay attention to how dialogue is written. Dialogue is often used to move the story forward, giving information or filling gaps, and breaking up long narrative  passages. Characters should speak 'in character' i.e they should not all sound alike, but speak like the person(s) depicted. Differentiation makes for more interest.

XI.  Development of the story
Stories have three main divisions
The Opening
The Middle
The Ending

  The opening section establishes the protagonist, any significant minor character(s), the setting, and gives an idea of what is the ‘challenge; for the protagonist. ( It generally answers the questions Who? What? When? Where? Why? The 'How' develops as the plot unfolds. By the end of the first chapter, you should be able to answer these questions ( Be aware, however, that authors like to experiment, they may not stick to this rule.) The opening needs to grab the reader’s attention; make him want to continue reading the story.

The middle section develops the intricacies of the plot (and subplots).

  The ending wraps up all that has happened in the story. Some endings are satisfactory, some not. Sometimes we read a story and wish it had ended differently. Bear in mind the author’s intention. If this has been fulfilled, then you have to rate it satisfactory.


SOME USEFUL LITERARY EXPRESSIONS AND THEIR MEANINGS
Genre: refers to the category in which the story can be placed. It answers the question – What kind of story is it? To which you may get an answer like:
Adventure novel
Children's literature
Comedy
Crime fiction
Detective fiction
Fable, Fairy tale, Folklore
Fantasy
Historical fiction
Horror
Medical novel
Mystery fiction
Philosophical novel
Political fiction
Romance novel
Saga, Family Saga
Satire
Science fiction Thriller
Conspiracy fiction
Legal thriller
Psychological thriller
Spy fiction/Political thriller
Tragedy
( Genre may also refer to the form of the literary piece. – fiction, poetry, drama, essay.) 

Imagery
Sight, sound, taste, smell, touch - the five senses are the principal ways in which we interpret life. In literature, the author can use imagery relying on our sensory perceptions to stimulate the readers’ imagination and create vivid pictures
Example:
“Now, strolling along, the glint of water caught my eye. The earthy smell of mud tickled my nostrils. I was almost there. I heard the wind whispering secrets to the trees and branches replying in a rustle of leaves. I turned the corner, and there, like a giant eye lay the pond, glittering mysteriously in the sun. ” Little Island-Big Adventures (p. 108)

An author may choose to use various figures of speech to enrich the language in the book. Common figures of speech are: Alliteration – the repetition of a particular consonant to obtain a particular effect
Example: Round and round the rugged road the ragged rascal ran. Alliteration might be less obvious in prose than in poetry, but it still has its uses in creating a particular effect .
Example:
“All of a sudden there seemed to be gusts of wind swirling around the house.” The Ring and the Roaring Water… p.118
Hyperbole – Using exaggeration for a particular effect.
Example:
“My heart dropped; dropped some more, and stopped with a sickening thud at the soles of my feet.” Little Island … p.151
Personification – non-living things, animals, ideas are given human qualities.
Example:
“A huge brown lizard soaking up the last rays of the sun’s rays cast a disdainful glance my way.” Little island … p.43
Simile- a simile uses the words “like” or “as” to compare two things which are not alike to bring out a particular meaning.
Example:
(describing red peas soup gone cold and unappetizing)
“It was now covered by a pale, brown-white crust with little cracks through which tiny rivulets of muddy brown soup peeked. Out of this, the tips of the food now stuck up like slimy, cream-covered islands in a murky sea.”  The Ring and the Roaring Water (p.64)
Metaphor  also compares unlike things, but without the comparison words “like’ and “as”. This intensifies the image.
Example:
Rivers of perspiration coasted down my back and face.
Little Island ….  (p.61)
As a simile this would be: perspiration coasted down my back and face like rivers .
Cliché -  an expression so overused it has lost its punch (imagery)
Example:
“Cool as a cucumber.”    "Blind as a bat"
Authors (and editors) try to avoid clichés. However, since real life people often still use clichés in their speech, you may find them in dialogue. 

Irony results when there is a difference between what appears to be happening and what is actually happening.  For example, when a character or reader expects or assumes one thing and the opposite is true, the writer has created irony. Irony is created when a writer says one thing but really means something else.
Example: as you read through The Ring and the Roaring Water, you will find  examples of irony. – things are not always what they seem.  

Stereotype -  Giving individual characters attitudes and behaviours which are ‘supposedly’ true of types of people. Example fat women are always jolly. Grandmothers are always very old, wear glasses and aprons and bake cakes and mix lemonade. Stereotyping almost always shows some form of prejudice towards the individual or race or sections of the society being portrayed.  Some standup comedians rely on stereotyping for their jokes: example the dumb blonde jokes, or the dumb school jock, good at athletics but nothing else. Modern writers tend to be careful about characterization;  editors frown on stereotypical characterization.
  The more individualized a character, the more interesting to the reader. Sometimes however, an author may stereotype a very minor character as a kind of short-cut.
  See if you can spot any stereotyping in our two featured novels. 

Symbol
An object or action in the story that stands as its actual self but also represents something beyond itself. An old, dilapidated house can be just an old house but also represent decay in the life of the character(s).
In The Ring and the Roaring Water, the ring is both a real ring as well as representing a friendship which should not have been broken.
In Little Island – Big Adventures, the strange bird in chapter 4, is symbolic of the way the story will turn out.
The bird cannot remain on the island, inevitably it has to fly away. Similarly, the family will have to leave the island and move on. 

Flashback 
A scene in the story which takes the reader back in time of the experiences of the characters. It is used to give information necessary to the understanding of the present situation of the characters in the story.
Foreshadowing – gives hints of what will happen later in the story . They are a bit like clues.


Little Island  - Big Adventures by Maria Roberts Squires
Published by Carlong Publishers(Caribbean) Ltd. 2007
163 pages
ISBN 978 976 638 087 8 
Available at Sangsters Book Stores
http://www.sangstersbooks.com/products/children-s-books/item/little-island-big-adventure?category_id=52


  This novel has a glossary to explain words and phrases which are peculiar to that part of the Eastern Caribbean in which it is set.
  The author deliberately does not name the island which is the setting for the story, only that it is one of the small Grenadine islands attached to Grenada.
  It is set in the 1960s and gives a believable picture of life on this tiny island where its small size is both a pleasure and trial. There is no electricity, no police presence, one school, and one church. Children attend school barefooted, but there is no sense of deprivation.
  The island is described by someone who is obviously fond of  it, and wishes to preserve a bit of its history and the customs peculiar to its culture. The narrative is in the first person which helps to give the impression that it is, in the main, autobiographical.
  The language might seem sophisticated, in parts, for an eleven to twelve year old, but this protagonist is presented as being precocious, a very avid reader and a highly imaginative child.
  The style of this novel is episodic, that is, almost all the chapters can stand on their own as short stories. Therefore there is not the kind of cause and effect development of plot, building to a strong climax.  Although there is action aplenty as Sara-Ann and her friend Ruben get in and out of scrapes, the story is more character driven as we learn about several of the people who live on the island and their interaction one with another. Although the novel is episodic,unity is provided by the presence of the principal characters in all of the chapters - Sara-Ann, her family  and Ruben.
  This story celebrates family, friendship and community. Its strengths are in descriptive language and characterization. It is a good introduction to the study of literature at grades 6 or 7.

  Although narrated by a girl, Sara-Ann, the story has both boy and girl interest, as the most important minor character is a boy, Ruben.

The Ring and the Roaring Water by Diane Browne
Published by Diane Browne 2008
Pages 227
ISBN978 976 8203 79 3 
www.amazon.com/Ring-Roaring-Water-Time-Adventure-ebook/dp/B00QKVXZ46/

This is Diane Browne’s second novel about the adventures of two sisters Vanessa and Kerry Barrett. The girls are on summer holiday with their aunt and uncle in rural Jamaica when the discovery of a long lost ring causes them to go back in time in their uncle’s time machine to discover the truth of how the ring was lost or stolen.
This story falls in the genre of historical science fiction as a central part of the action deals with their experience of Hurricane Charlie, a major hurricane which struck the island in 1951.
In the previous book, A Tumbling World, a Time of Fire, the story takes the girls back in time to the catastrophic 1907 earthquake which destroyed Kingston, the capital of Jamaica.
These stories give accurate historical information in a way which will entertain readers.
In The Ring and the Roaring Water, Vanessa and Kerry meet Ian and his strange family. They are forced to shelter with this family during the storm and go out into the night when it seems that this house in past time might get washed away.
The plot of this story moves in the cause and effect pattern. The girls find out the truth about the ring, although there is still a problem arising from Time Travel which cannot be solved. This story has a strong subplot. Both plots are intricately linked.

The themes here are family, friendship, trust and loyalty, both in the main plot as well as the subplot involving the girls’ relationship with the boy, Ian, they meet in the past.

General questions on each story  (can be applied to other stories)

1.  From whose "point of view" does the reader understand the events of the story?

2.  How would the story change if told from another point of view? Whose point of view would you choose?

3.  Who is the main character? What makes the main character interesting?

4. How does the author  organize the events of the story? (the plot) Are they ordered chronologically or out of sequence? Does the author foreshadow or give the reader clues to future events? Does the author use flashbacks?

5.  Where and at what time period does the story take place? Is it set in the  present? In the future? In history? How does this "setting" of the story  contribute to the meaning?  If the story were set in another time or place how would this affect the story? 

6.  What is the "tone" or style of the story? Is it conversational, formal or informal? Is it simple or complicated? Is it ironic or satiric? Is it comic, sad or tragic?

7.  Are there parts of the story which are not clear? Can the events of the story be interpreted in more than one way? Does this make the story more interesting or simply confusing?

8.  Is there any symbolism in the story, and where do you find it? In the  characters or their actions? In specific objects?

9.  What is significant about the title? Does the title help to give you an idea of what the story is about?  Does the title make you curious to read the story?

10.   Does the historical context of the story or information about the author's life enrich your understanding of the story in any way?

11.  Can you identify with the story or any of the characters? Does the story agree, or not agree with your own politics, spirituality, philosophies or  morals? How does that influence your reading?

12.  Finally, what is the main theme?  What does the story reveal about human experience?
 
Exercises which can be applied to these and any story for grades 6 and 7

Breaking down the story into scenes
Any story can be divided into scenes. For each scene, find the answers to these questions
   Where and when does the scene take place?
   Who is in the scene?
   What happens?
   How does the scene relate to the rest of the story?
   Could this scene be omitted without affecting the story?

Then, in groups, write a description and the dialogue for different scenes from the story. Each group will choose a different scene. Students may use the dialogue from the story as well as make up their own. This will be a play which the groups can perform for the class. A book can easily be revised using this exercise.

The teacher reads a scene aloud for the class.  Students must listen carefully for descriptive words and phrases. (They may make notes)  Afterwards each student should produce his or her own picture of the same scene and a few sentences describing the drawing. (students do not have to be ‘good’ artists.) When completed, the teacher uses the pictures to start a discussion on how each listener interpreted the scene differently.

Characters
• Identify the main character, list three problems he or she faces, and explain how the problem is solved. If the problem isn't solved, explain why and tell how you would  solve it.
• Select an important quote from the story and show how the quote relates to a theme, conflict, or character in the text.
• Is there an antagonist in the story? If so, identify this character and say how he or she affects the protagonist.
• Choose a minor character and show how he or she was important to the plot, main character, or themes.
• Select three events and show how each provided insight into the protagonist’s personality.
• List several characteristics that you value in people or that are important to you. Did you find any of these in the story?
• Are there any stereotypes in the story?

Learning to analyze books studied as 'literature' can be fun for teachers and students. I hope the above pointers helped.