CHAPTER 1
Becoming a Picture-Book Scholar
"Writing is a craft before it is an art. ..."
— DONALD M. MURRAY
Having your appendix removed doesn't qualify you to then perform an appendectomy, so why should having heard or read picture books qualify you to write one? You wouldn't start creating a software program without first researching computer theory, but some people think they can write a picture book without ever reading or studying contemporary picture books.
Picture books have a unique form and audience. In this chapter, you'll learn what a picture book is and what its audience requires from you the writer. But first I'd like to tell you a true story.
Several years ago, my family was enjoying a pleasant summer supper outside and having an animated discussion about the state of education in this country. With five other eager participants, I couldn't get in a word. Frustrated at being ignored, I pounded my fist on the table: "Listen to me! I have something to say!"
My sixteen-year-old son Alan looked at me incredulously. "Listen to you? Why should we listen to you? You write books for people who can't even read."
We all had a good laugh, and I'm happy to say, they did let me speak my piece. Much later, mulling over his comment, I realized Alan had come up with the perfect way to begin defining a picture book.
A BOOK FOR PEOPLE WHO CAN'T READ
Picture books are usually read by an adult reader to a nonreader. To that end, picture books combine words with pictures that entice the nonreader to listen and help her construct meaning from the words. Picture books traditionally find an audience in young children. Today, some picture books and graphic novels are published for fluent readers, even adults, but this book will focus on those aimed at children ages two through eight.
Such picture books are divided into two categories. The first is books aimed at the nonreader. The second is picture storybooks written for emergent or newly established readers. These have more text and more complicated story lines. Hard- and softcover published picture books are usually thirty-two pages long, but your manuscript, double-spaced with one-inch (25mm) borders, will be considerably fewer pages.
A Society of Children's Book Writers and Illustrators (SCBWI) survey found that picture-book manuscripts range from one-half page to sometimes even fifteen pages. Those at the top range would obviously be for independent readers. The length of the manuscript is determined by the age of the audience and its attention span. Manuscripts for children up to two years old (who tend to have short attention spans) should be between one half and one manuscript page. Usually these are published as board books, where pictures are the most important element. There might be one sentence per page, sometimes just one word. Because pictures are so critical to drawing in the listener, early board books are generally written and illustrated by the same person.
Today publishers are increasingly reformatting popular picture books into board books. Although some feel too advanced for the intended audience, I'm not complaining. My story, If Animals Kissed Good Night, was originally published as a picture book. When it was reissued as a board book, sales skyrocketed.
Children between the ages of two and five can sit still longer, so their picture-book manuscripts are longer — around two to five pages. With roughly 200 words per manuscript page, that means 400 to 900 words total. When this book was first published, if my manuscripts were in the 700-word range, I searched for ways to cut. Now 500 words seems long to me.
Manuscripts between four and fifteen pages are for older children and even adults. The longer the manuscript, the more likely the book pages will increase, always in multiples of eight. One book might be forty pages; another might be forty-eight and so on. A word of caution: Books with higher page counts cost more to produce.
Publishers are wary of spending more money than necessary on an unproven product. And new writers are unproven products. If you've never been published, revise to fit your story into the thirty-two-page format.
Because a picture book is both words and pictures, the writer can limit words to the bare essentials. In Where Do Pants Go? author Rebecca Van Slyke asks where certain items of clothing go. She leaves the look of each item to the illustrator, Chris Robertson, thereby eliminating much text (some pages have as few as three words). An added benefit is that she gives Chris control of color, design, and the overall look of the book.
While we're at it, cutting words: You don't need to describe the house the character lives in, the appearances of his parents, or the breed of his dog. Descriptions, unless vital to your story, should be eliminated. That allows you, the writer, to focus on the action and dialogue of your story.
Picture-book writers, even if they're not illustrators, still must have visual images in their minds, particularly when writing for the very young. Your text should allow the illustrator space for a variety of interesting picture possibilities to keep the listener involved in the book. This may be accomplished through one or all of the following:
1. writing scenes with different actions
2. introducing new characters into the story
3. moving characters to different settings
4. changing the emotional intensity of a scene
In picture books for the two- to five-year-old range, the text requires pictures to tell the story. Writers should strive to leave room in their manuscripts for the illustrator to develop an independent picture story line. For example, read the classic If You Give a Mouse a Cookie by Laura Joffe Numeroff. On one page in the book, Numeroff...
