Sending the Wrong Message: Why Subordination Matters

Many readers, myself among them, experience something I’m going to call “wrong message” when reading a book or article. By wrong message I mean that the writer has written a sentence, paragraph, or scene in such a way that the reader logically leaps to the conclusion that This. Is. Important!

And so, having inferred that This Is Important, the reader keeps expecting the subject matter of the sentence (or paragraph, or scene) to come up again in the book. The reader anticipates that what is taking place is foreshadowing: that the writer is providing information that will later be relevant.

But in many cases . . . this never happens. The information that seemed to signal its own importance simply disappears from the book. And the reader is left a bit disappointed, a bit annoyed. Even a bit puzzled, wondering how she could have misinterpreted the writing.

So, by dwelling on something that isn’t really important to the plot and theme and character development of the book, a writer is indeed sending the reader a wrong message. The writer seems to be saying: Pay attention, this will come up later.

But then it doesn’t, and reader dissatisfaction grows.

Sentences and paragraphs have their own logic (a logic that the reader absorbs without even thinking about it). Unless a writer understands and employs this logic, she is going to be sending wrong messages to the reader.

An example of [subconscious] paragraph logic is that the first sentence is by far the most important sentence in the paragraph. This sentence sends out super-strong signals to the reader: Heads up! Comin’ at ya! After all, the writer ended the previous paragraph and started a new one specifically to break with the previous thought and to signal what the new thought/action is.

So. Imagine that you are reading a book that contains the following paragraph:

Justin parked the powerful riding mower in the garage. He entered the kitchen and immediately keyed his code into the security screen. Then he pulled the notebook out of his pocket and sketched the maze he had just mowed through the tall grass.

As it’s written, this paragraph signals that Justin parking the powerful riding mower in the garage is important. This simple sentence occupies the prime spot of importance in the paragraph. And, writers who write like this (more about that soon) tend to write many such paragraphs in which an object they are using for, say, texture or realism, occupies the primary spot in the paragraph. Often it is the same object that they use over and over: a lawn mower; a purse; a skateboard; an opal ring.

So, in such a book, the reader would encounter many paragraphs in which information about Justin and the riding mower is related in the first sentence of the paragraph, as a simple (S-V-O) sentence. Justin brushed the grass off the seat of the riding mower. Or, Justin kicked the dried grass off the wheels of the rusty riding mower. Or, Justin noticed that the riding mower needed cleaning. And so on.

The reader is going to be thinking: Aha! There’s something important about that riding mower! But in reality, that’s not the case. The writer is merely trying to add some texture to the book by painting a picture of concrete objects. 

Despite what the writer is trying to do, she is sending the wrong message to the reader, and that’s because she is placing her unimportant-to-the-plot texture in the most important spot of the paragraph. And because the simple declarative sentence shouts: Important!

Such wrong messages can be corrected by moving the texture information to somewhere else in the paragraph. Sometimes in trying to move the information, the writer realizes that it looks strange anywhere else in the paragraph. This could be a sign that the information maybe doesn’t really have anything to do with the content of the paragraph. In the case of Justin and the riding mower, it’s difficult to figure out a way to move the information into another spot in the paragraph.

But wait. 

There is a tried-and-true way to handle this problem, and that is to subordinate the not-important information to what is important. Please note that I’m not talking about a subordinate clause, which is a dependent clause containing a subordinate conjunction such as while, whereas, if, until, and so on. I’m talking about a dependent clause — one that cannot stand alone. Because it cannot stand alone, it’s “subordinate” to the main part of the sentence. The information that is not that important should be presented as a dependent clause, and the main information as an independent clause. Here’s an example:

Parking the powerful riding mower in the garage, Justin entered the kitchen and immediately keyed his code into the security screen. Then he pulled the notebook out of his pocket and sketched the maze he had just mowed through the tall grass.

Voila! Because it’s in a dependent clause, the information about Justin parking the riding mower no longer screams This. Is. Important. The way it’s now written, as a dependent clause, the information definitely adds a bit of visual information — but that information is clearly nowhere as important as what follows in the independent clause. And a reader will instantly assimilate this: a reader will understand that parking the riding mower is just throw-away information. 

Earlier I said that I would try to explain why writers end up giving the reader the wrong message. It is, I think, because the writer is so intent on the story, maybe racing ahead at full speed, that he doesn’t see the relationship between the sentences that constitute a paragraph. And, we have a habit of writing things in the same way, so if a writer has inadvertently fallen into the pattern of presenting trivial texture information at the beginning of each paragraph, you can see why the reader would be confused — everything the writer has done by placing such information into a simple sentence at the very beginning of the paragraph screams out “Pay attention!”

Sending the wrong message is a definite problem in writing, particularly among beginning writers. But it is a problem easily corrected once the writer understands the importance of the paragraph’s first sentence and the importance of subordinating less important information.


Barbara Gregorich does not park riding mowers anywhere, but she does discuss aspects of writing well in Guide to Writing the Mystery Novel: Lots of Examples, Plus Dead Bodies.              

Rewrite Decisions (and Charts)

In 2017 I wrote my first YA novel, The F Words. That was Draft #1, which ended up at 69,000 words and 50 chapters. Then I wrote Draft #2, and then Draft #3, all in a twelve-month span. Because this process went much more quickly than with many of my novels, I remember it and want to share the various rewrite decisions I made.

I worked on my first draft from roughly early February through late September. And then not only did I put the draft away for a while, to separate myself from what I had written, but I also took a long vacation. It’s essential to put any writing aside before tackling a rewrite, so that you can separate the love of what you actually wrote from the necessity of making it better. Putting days, weeks, or even a couple of months between you and your just-finished first draft is invaluable. But dropping a vacation into your separation time is, as I learned, even better. Vacations — visiting new places, talking to new people — stimulate the creative brain and allow you to entertain new possibilities.

By early November I was ready to start writing Draft #2. I gave myself the goal of rewriting one chapter a day. My chapters averaged about eight pages — few enough pages that I could look for a lot of different things that needed improving. My critique group had already read the first fourteen chapters of my novel and had given me a lot of valuable feedback. For example: perhaps I had too many subplots. Perhaps I hadn’t made it clear what the novel’s main conflict was. My protagonist wasn’t self-reflective enough — didn’t let the reader know his thoughts and feelings. My chronology of what happened when was sometimes confusing. 

That’s a lot of different things to try to correct in one draft, but I felt that by limiting myself to 4-8 pages a day, I could do it. In fact, I was able to do it, though it took about 2.5 to 3 hours each morning. As you can see, I also made myself a 50-chapter chart that I filled in each time I completed a chapter. And as you can also see, I worked on Thanksgiving Day. And on my birthday.  And on Chanukah.

In writing the second draft I deleted an entire subplot, increased the protagonist’s self-reflection, and intensified the main plot. In each chapter I also looked for wordiness and corrected it. My 50 chapters turned into 51 chapters because I split one of the chapters into two parts. All of my changes added about 3,000 words to the book.

One of the reasons I aimed to rewrite a chapter a day was that I wanted to keep my head in the book, so to speak. I went to sleep each night thinking about the plot and characters, and I rewrote my chapter right after breakfast, so that real life couldn’t interfere with the fictional world I was creating. After I finished the second draft, I asked my husband, Phil Passen, to read and critique it. Ideally, I wanted him to read the book in one day, which he has done for me in the past. This time his schedule didn’t permit that day-long read. But he was able to read it in two days, starting around 4 p.m. on a Sunday and finishing around noon on Monday. 

Phil caught several cases of repetition that I needed to address, he found some confusion in the order of events, and he thought I needed to do some additional research for one of the subplots. On all accounts, he was correct. He also suggested combining two of my chapters, so that the 51 chapters dropped back down to 50. Amusingly, the two he wanted combined were not the two I had separated. So we were both “right” in our opinions.

I wanted to write Draft #3 in a much shorter period of time than it took me to write Draft #2. For one thing, the manuscript required fewer changes, and because of that I could rewrite at least five chapters a day. As it ended up, I made myself a new grid, a circle grid. (I was tired of the rectangle!) Dividing it into 6 chapters a day (with two days in which I would rewrite seven chapters) allowed me to rewrite the book in eight days.

Draft #3 was 1200 words shorter than #2, and was back down to 50 chapters, some of them only one page long. In addition to concentrating on Phil’s suggested changes, I also researched current teen slang and made agonizing decisions on which would still be here ten years from now. And I did some research on the subplot Phil thought needed more information. After the third draft was finished I asked members of my writing group to read and critique it. They did, and I then wrote Draft #4, which took approximately the same amount of time as Draft #3.

At that point I hired Chicago writing coach Esther Hershenhorn to read and critique the manuscript. She did, and what she stressed was that I should follow six important subject-matters through the entire manuscript, never letting the reader lose track of any one of them. Esther listed the six subject-matters/themes/plots she thought were most important.

In no particular order, those six are: Cole’s relationship with his father; cross-country running; Cole writing f-word poems; Cole thinking about f-words; the Chicago setting; socialism. Esther suggested that I use the “colored manuscript” method to see where any one of these subjects was missing in Draft #4. If the subject matter was missing for a while, then the reader couldn’t keep it in mind. In other words, these were threads running through the story, and it was my job as a writer to keep weaving those threads through the story, making certain to not drop or lose any of them.

Color-coding a manuscript takes a long time. It took me six long days to go through The F Words and color the background of any sentences, paragraphs, or pages where one of the subjects was “active.” (You can read more about this technique in Color-Coding Your Manuscript). Once I finished the color-coding I taped the chart to the bookcase in my office, and every day as I worked on Draft #5, I consulted it.

You can see by looking at the chart that in Draft #4 I wove Cole’s relationship with his father, coded in blue, through almost the entire manuscript. But I did drop it in a few places (they show up white). And when it came to cross-country running, coded in brown, I had another set of white spaces — which meant that I had to weave that subject into the manuscript more as I rewrote. By the way, it makes sense that there are some small white  spaces here and there in all of the columns: a writer can’t be mentioning a subject constantly. That would come across as relentless and maybe strident. Small white spaces are fine. But big white spaces, as you can see with the brown, blue, and especially pink colors, aren’t fine. The right-hand column (pink) had the most gaps — that was the Chicago setting. I got so wrapped up in micro-settings such as Cole’s school and the cross-country running that I forgot to put larger, Chicago-specific descriptions into the story. That was a huge oversight, and I’m so glad I had the chance to correct it. A subject shouldn’t disappear from the novel or from the reader’s mind for such long stretches.

After I finished Draft #5 I began to submit it to agents and to publishers, and in 2020 I was offered a contract by City of Light Publishing.


For various posts about The F Words, visit Barbara Gregorich’s Facebook page.          

Rewriting with Production Schedules

As a writer I sometimes have a writing schedule and I sometimes don’t. When I was writing She’s on First, my first novel, I had a part-time job as a postal letter carrier. My work schedule was erratic. On some days I started work at 4:30 a.m., some days at 11:30 a.m., and occasionally I started at 3:00 p.m. Under these circumstances all I wanted to do was write some portion of my novel every day: say 15-30  minutes of writing time. On most days I managed that.

However, I had interruptions. For  one,  I got  a full-time job which cut into my novel-writing time! And then I ran into plot problems in the novel and stopped writing for a week or so. And then I killed off a character I liked, which made me very sad and kept  me from writing for five months. And so on and so forth.

I finished the novel, rewrote it and rewrote it, and it was published in 1977. Basically, She’s on First was written without my having a production schedule. So was my second novel, Dirty Proof. All I aimed to do was write every day until the novel was finished, seven days a week. I did that, and in eleven months I completed the novel. 

Since then I’ve written many other books, all without any particular schedule applied to them — other than that I wrote every day, even if it was for only fifteen minutes. All of these books were my own ideas and my own vision. I was writing them because I wanted to tell a particular story in each book.

But I also wrote for others, and on these jobs I had deadlines, and when I have a deadline, I create a production schedule of how many pages or chapters I want to write each day. I remember one workbook in particular in which I had such a large book to write and such a short time to write it in, that when I drew up a schedule that would allow me to complete the book in time — I realized that I had to create eleven activity pages a day. Eleven! If you’ve never had to create student activity pages, you might not grasp how difficult that is. At the grade level I was working at, creating a page would take between 45 minutes and  two hours. That meant that on a bad day . . . I would have to work for 22 hours!

Well, I had no 22-hour days, but I did have several 17 hour days and many, many, many 12-hour days. In fact, I don’t think I had any work day that  was shorter than nine hours during the whole long ordeal. 

And, to make matters worse, this project took up most of July, all of August, and the first two weeks of September. Was there a summer that year? I have no idea — I was indoors writing work sheets.

Whenever I think of that writing assignment I realize that, had I not drawn up a production schedule and stuck to it, I would never have completed the job on time. 

It was during that ordeal that I did something to amuse myself. I started to color my work chart. After I completed each worksheet, I would color one square on my production chart. Filling in the squares was both a satisfaction and a relief. I then went on to the next worksheet. 

The habit of making these goal-oriented charts stayed with me for any job with a deadline. I’d analyze the time, the number of chapters/pages, and then make a chart and follow it, thus pacing myself and assuring that I would finish in time. Not all of the schedules were grueling. (Some were only semi-grueling.)

In this particular chart, each wedge represented six chapters. Each time I finished rewriting six chapters, I connected that wedge to the center of the circle. You can see that at the time I took a screen shot, I had completed 30 chapters and still had 18 to go.

The habit of making production charts then slowly crept into the writing that I did because I wanted to do it — my novels and my nonfiction books and my poetry. The habit hasn’t crept into my first-draft at all, and probably never will. When I start writing a book, I have no idea how long it will take me. Nor do I worry about it. Each book is different. Some I’ve written in three or four months, some in three or four years.

But each book has to be rewritten at least a couple of times, maybe even four or five times. And it is with the rewrites that I began to use production charts. I understand why I did this. Once the first draft is finished, a writer can look at it and see its beginning, middle, and end . . . and know where it’s strong and where it’s weak. So after letting the first draft rest for a while, then reading and analyzing it, a writer is ready to go on the second draft.

What I try to do with my second draft is add needed exposition, work on character and motivation, clarify plot, strengthen cause and effect, work on rising action, make sure I have foreshadowing, and so on. (I don’t achieve all these things in the second draft, but I try, because that means less work on the third draft.)

In order for me to do this I need to keep my head in the book at all  times. To keep my passion for the story at a peak. So . . . in order to keep myself in the rewrite at all times, in order to intensify the story, I intensify the rewriting by creating a production chart.


Barbara Gregorich wrote Women at Play in 92 days with a production schedule that called for a completed (written, edited, and rewritten) chapter every three days.


As so well defined by The Fiction Dictionary, foreshadowing is a literary technique in which the writer gives the reader a subtle hint of some important event that will occur later in the story — it helps the reader develop expectations about what’s going to happen. The important event is often surprising or shocking. 

The example The Fiction Dictionary gives of foreshadowing is from Flannery O’Connor’s story, “A Good Man Is Hard to Find.” The story seems like the depiction of an ordinary, even uninteresting, family trip. But the foreshadowing helps prepare the reader for the tragic ending. The foreshadowing is such that I, as a reader, felt uneasy. I knew something bad was going to happen.

In Of Mice and Men George’s killing of the dog foreshadows his killing of Lennie. The first killing sets a tone and direction and thus prepares the reader for what comes later.

Here’s how I introduced foreshadowing in Chapter 19 of Guide to Writing the Mystery Novel: Lots of Examples, Plus Dead Bodies:

Think of foreshadowing as hinting. To foreshadow an event in a novel is to give earlier hints that it might happen. Great writers such as Shakespeare, Dickens, and Faulkner all use foreshadowing, whose purpose is twofold: to involve the reader more in the story by creating anticipation and suspense, and to make the events to come seem more plausible.

Foreshadowing adds richness, tension, and depth to a story. When the foreshadowed events happen, they feel more profound or important because it appears that some cosmic force had underlined their importance by “warning” us they are to come. It’s as if Zeus, looking down from Mount Olympus, takes a giant red pencil and “underlines” certain life events, be they words, actions, or even the weather. This makes it seem that what happens was meant to happen.

Books which lack foreshadowing seem so much more “on the surface” than books in which events are intricately bound to future results through foreshadowing. 

Here’s another piece of advice I give writers in Guide to Writing the Mystery Novel:

But if you’re thinking that you’re required to foresee and insert foreshadowing from the beginning of your story — at a time when you’re worrying about character, plot, setting, and dozens of other things — rest assured that foreshadowing is often added during a rewrite. Once you’ve reached the end of your first draft, you know where your story started, where it ended up, and how it got there. Now’s the time to ponder which events you want to foreshadow (to make them more anticipated, and to make them more plausible) and how you want to accomplish that.

Narrative, dialogue, and stream-of-consciousness thought can all be used to foreshadow. I most often use the narrative to foreshadow, but I’ve also used dialogue and character thoughts.

As I wrote Sound Proof, my second mystery novel (the one featured in Guide to Writing the Mystery Novel) I had a lot of fun with the foreshadowing, employing it from the first chapter onward. I used it not only to hint at what would happen at the book’s climax, but also to make the minor character villain more plausible.

Although foreshadowing is usually thought of as a technique in fiction, it’s also used in literary nonfiction. Any story that has a strong plot can make use of foreshadowing, the anticipation of future events — if not their exact nature, at least their general outline.

In Jack and Larry: Jack Graney and Larry, the Cleveland Baseball Dog, I used the fact that baseballs can take “good hops” or “bad hops” to foreshadow the sad events that occurred before the eventual triumph. By the repetition of “bad hops,” I wanted readers to know something bad would happen in the story, sooner or later.

One of the wonderful things about foreshadowing — wonderful for both writer and reader — is that it makes readers anticipate: makes them want to know more. And what writer in the world wouldn’t be thrilled with readers wanting to know more about his/her story?


Guide to Writing the Mystery Novel: Lots of Examples, Plus Dead Bodies provides information and how-to advice on many different aspects of writing fiction— mystery fiction as well as other fiction.

Writing Goals During the Pandemic

On or about March 9, 2020, it was clear to me that the corona virus pandemic would require what has been labeled social distancing and lockdown. In fact, lockdown started in Illinois on March 20 and was extended through May 30.

What, I asked myself, did I want to do during this time of undetermined length? 

Things that would make me happy — because feeling sad or depressed is a detriment to the functioning of the immune system.

Writing makes me happy. Very happy. So I set myself three writing-related goals during the pandemic . . . with the hope that I wouldn’t have to add more goals.

My goals were: (1) Create and publish a book trailer for Sound Proof, one that matched in tone and style the one I had created for Dirty Proof back in 2019. (2) Publish my book on Cookie, the famous Brookfield Zoo cockatoo. (3) Read, critique, and rewrite Draft #1 of my current work-in-progress, a 94,000-word novel, thus creating Draft #2. (This was a formidable goal, and I really hoped the pandemic would be over with before I finished.)

I began working on the book trailer on March 10, and on March 20 I uploaded the finished video to youtube and GoodReads and Amazon. You can view it here.

This blog is really about the second of my three goals: publishing Cookie the Cockatoo. Cookie was a Major Mitchell’s cockatoo captured by a bird hunter in Australia in 1934 and sold to the not-yet-open Brookfield Zoo in Brookfield, Illinois. Today the Brookfield Zoo is home to approximately 2,300 animals, but back when Cookie arrived he was one of only five original occupants of the Zoo. And he became by far the longest-lived. In fact, Cookie became the longest-lived cockatoo on record.

A Major Mitchell’s cockatoo

When I first saw Cookie at the Brookfield Zoo some time in the mid-1970s, I really had no idea that I would write a book about him. I was, however, struck by Cookie’s colorfulness, his incredibly loud bird calls, and, most of all, his attitude

Although Cookie was in a cage and we, the public, were outside that cage looking at him, it seemed to me that the being in charge was not us, but Cookie. He seemed to be performing for us. Or not, depending on how he felt. He seemed, above all, to be the center of things.

After my in-person encounters with Cookie, I encountered him yet another way. For several years I worked as a part-time typesetter for the Chicago Tribune. Occasionally one of my jobs was to typeset a story about Cookie’s yearly birthday party. Later, when I became a full-time freelance writer, I thought of Cookie again.

Most writers probably have all kinds of possible book topics floating around in their consciousness. Far, far more possibilities than one could write in a lifetime. Some of these ideas disappear, some merely recede, and some clamor for attention. Though not necessarily right away.

So it was with Cookie and me. He didn’t really clamor for attention until the 21st century. Maybe ten or twelve years ago he squawked and screeched so loudly in my brain that I had to sit down and write his story. And the way that story came to me was coupled with change — the changes in the world over the last eighty years. Changes to the world during Cookie’s lifetime.

And, just as with Jack and Larry, the story came to me as a series of free verse poems, each coupled to a particular year. I wrote the story, rewrote it, and rewrote it, re-examined it, rewrote it again, all over a period of maybe ten years. Originally my manuscript was titled Cookie Has Seen — because Cookie was alive and still seeing changes.

But in 2016 Cookie died. So I would need to retitle the manuscript, because Cookie Has Seen is present-perfect tense, implying that Cookie is alive and still seeing. In March 2020 a new title came to me, occasioned by the book’s theme and also by the pandemic. My title would be Cookie the Cockatoo: Everything Changes.

I typed the new title into my 6”x9” book template, and then I asked Robin Koontz, who has designed almost every one of my book covers, if she would be willing to design a cover for Cookie. I also attached my Cookie manuscript so that, if she were willing, Robin could quickly assess the content and tone of the story.

Robin was willing, and her design is now the cover of Cookie the Cockatoo: Everything Changes. And while Robin was thinking about the cover, I was working on the book’s Introduction, the Table of Contents, and the individual poems. And then the final About the Author.

Everything looked good, but as I formatted the book a few poems extended onto a second page by only one line. That looked awful. So I made some space adjustments and also some line adjustments in the poems. Eventually I got the content the way I wanted it. Then I worked on the page design. And after that was all done, I printed out a copy of the manuscript and proofread it. Then I submitted it to KDP and waited for a copy of my paperback to arrive, so I could proofread it again.

While waiting (the waiting took a week) I worked on designing the ebook version of Cookie. This was a lot easier than designing a paperback/hardback version, because ebooks do not contain page numbers, headers, or footers — features that cause innumerable problems during page design. 

Nor do ebooks have justified margins (if they do, they shouldn’t). Nor do the pages turn — which means that there is no such thing as a line or two of poetry that flows onto a second page. There is no second page — there is simply scrolling.

So, free of working with all these features that an ebook does not have, I was able to “design” the ebook in a matter of minutes. My main concerns were: (1) The font and font-size for the individual years (i.e., 1934, 1947, 1985, etc.), and, (2) what color (if any) to use for headers and/or titles.

For the font and size of the years, I decided on Big Caslon, 20 point. It may seem as if the size isn’t important because ebook readers can control the size of the font by increasing or decreasing it. However, whatever is on the page increases or decreases proportionally, so if my text were 12-point Palatino (it is), I would want the proportions between the headers and the text to look good. 

The other thing I decided to do was print the years in color, and I made that color as bold a pink as I could — both bold and pink in Cookie’s honor, since Major Mitchell’s cockatoos have a lot of pink in their feathers.

On April 10 my proof copy of Cookie the Cockatoo arrived. I found one error and corrected it. I then uploaded the corrected manuscript and hit the Publish button, and on April 11, 2020, Cookie the Cockatoo: Everything Changes was published as both a paperback and an ebook.

And I was left with the third and most difficult of my three pandemic writing goals looming ahead of me.


Cookie the Cockatoo: Everything Changes is a quick tour of world changes from a cockatoo’s point of view, suitable for ages 10-100.                   

Sharing My Research Notes

From 1988-1992 I spent every day of the year researching the story of women who had played baseball in the 19th and 20th centuries, and as part of that research I ended up with 8,000 or so sheets of paper that I stored in files, which I stored in file-pockets, which I stored in my file cabinets. In 2016 I donated all of this material to the National Baseball Hall of Fame Library: you can read about it here.

But before I donated the research materials, I published some of them (the public-domain ones) as books — Research Notes for Women at Play, Volumes 1, 2, and 3. My reason for doing this was that I wanted to make these materials available to historians, to baseball researchers, and to teachers who needed primary source materials in order to teach the research paper.

My understanding of who might find the books useful was a bit too narrow. Since their publication I’ve heard from professors of journalism, who have used them to illustrate what sports reporting was like 100 years ago. I’ve heard from women’s studies professors who use the books to illustrate the differences between how women’s sports and men’s sports were reported. And (this was a surprise) I’ve even heard from people who study and teach about clothing styles.

I have shared my research notes with many different people, in many different ways, in many different places. But I’ve never shared them on my blog. So I thought, why not? Below are examples of my research notes from each of the three volumes.

All of the newspaper articles in Volume 1 were in the public domain, so I was able to quote them in their entirety.

From Research Notes for Women at Play, Volume 1

Cincinnati Enquirer, October 6, 1905

Easily Defeated the Cincinnati Stars 
Yesterday — Score 12 To 7

Before a large crowd at the Cumminsville Ball Park, the Star Bloomer Girls defeated the Cincinnati Stars by the score of 12 to 7. The girls played as if their lives depended on winning the game and though they were up against one of the strongest amateur teams in the city they never showed the white feather, but kept working hard for victory.

On the other hand the gentleman ball team playing under the name of Cincinnati Stars, after making four runs in the first inning, got careless and the fair ones had the boys at their mercy. It was simply a case of follow-me, boys, as the Bloomer Girls forged ahead with four runs and added three more to their score before they left the field. Maud Neilson [sic] pitched the first four innings and the boys made four runs off her slants and shoots. She stated she was not feeling well before the game, having been on the road for the past two weeks and for that reason was not in the best of condition. But at that, if it had not been for two unfortunate errors by the right fielder, the boys would have made but one run off her delivery. McKenzie finished the game and pitched gilt-edged ball. Only three hits were made off his delivery in the next five innings and one of them was a fluke. The work of Miss Day at first was a revelation to the large crowd in attendance. No matter where the ball was thrown she would get it. Some of her pick-ups of low-thrown balls were remarkable. She also led her side in batting. Miss Grace, in right field, made a hit with the bleachers with her fast work on bases and was picked out by the bleacherites as “The Peach” of the bunch.

At second Miss Dolly got everything that came her way and figured in two double plays. The other girls did their share in helping to down the Cincinnati Stars. . . .

Only some of the newspaper articles in Volume 2 were in the public domain. Many of them were published after 1924, which meant that I could reprint only a small portion of each verbatim: I had to paraphrase most articles. This made my job more time-consuming.

From Research Notes for Women at Play, Volume 2

Port Arthur News, Port Arthur, Texas, March 12, 1933

Didrikson Says She
Can’t Accept Challenge

This is a three-paragraph article datelined Dallas, Texas, March 11. It reports that Babe Didrikson was advised that Jackie Mitchell challenged her “to face her on the mound in a baseball game this summer.” 

According to the newspaper report, Babe replied that if she accepted every challenge, “I’d be busy every hour of the day and night filling engagements that really don’t mean anything.”

Although she refused the challenge, Babe did say that “if I ever happen . . . to be anywhere at the same time Jackie is there, I’ll let her see whether she can outpitch me and bet her that she can’t.”

Muscatine Journal and News Tribune, Muscatine, Iowa, November 15, 1933

Jackie Mitchell
Signed by Doan; 
to Report Here


Famous Girl Hurler and Star
Cager and Cliff Walsh
Newest Additions to Club

Seven paragraphs in all, this article reports that sports promoter Ray L. Doan signed Jackie Mitchell “to join his Babe Didrikson’s All-Americans basketball quintet.”

The second paragraph reads: “Jackie was with Doan’s House of David baseball club last year and performed efficiently as a starting pitcher. She says she was chosen as an all-American forward in a girls’ independent basketball tournament at Dallas, Tex., three years ago. In that tournament she played against Miss Didrikson.”

The article concludes by stating that the entire squad signed by Doan will report to Muscatine for a ten-day training session.

As in Volume 2, so in Volume 3 most of the articles were not in the public domain, requiring me to quote judiciously and to paraphrase.

From Research Notes for Women at Play, Volume 3

Unknown Source, Unknown Town, Unknown Date, 1934

Gair Trimmed by Girlies,
But It Was All Jolly Fun

A reporter named Cal Royal wrote this long, two-column article.

In the first paragraph he informs readers that the Gairmen were runner-ups in the City League, but were defeated by the Chicago Ranger Girls, 2-1.

Royal describes the second inning at length, because it netted the Ranger Girls their two runs. Margaret Gisolo was thrown out and Elizabeth Pull walked, advancing to second on an error. Joe Fiarito walked. Cecelia Griedl struck out without swinging at a pitch. Nellie Kearns swatted the ball to second, where the Gair player, Gibbs, misplayed it. That left Kearns on first, Fiarito on second, Pull on third. Then catcher Frank Ranallo smashed a ball to right field (the only hit off Gair pitcher Locke), scoring two runs. Rose Gacioch flied out to Locke.

After the second inning, “only three hitters faced Locke an inning.”

The Gairmen scored their only run in the first inning. They might have scored two, but Rose Gacioch “relayed a throw to the shortstop who snapped it to the plate in time to get Eccleston for the third out.”

In the following innings the Gairmen collected five hits, including two doubles, but none advanced beyond second “as the Girls turned in as good a fielding exhibition as any men’s team could show.”

The next morning Manager Southard of the Gairmen announced that the Ranger Girls would return in two weeks, but that the exact date had not been decided.

According to the article Elizabeth Pull, who had been playing baseball for 23 years, was the manager of the Ranger Girls. The writer stated that the Ranger Girls played every day, seven days a week, and sometimes twice a day. The team, consisting of twelve women and three men, started out on May 10 and was expected to continue through September 20. 

The box score indicates that the Rangers had only one hit (Ranallo’s in the second inning). Pull and Fiarito scored the two runs. The Gair team (called Robert Gair in the box score) collected six hits but scored only one run.


Research Notes for Women at Play, Volumes 1, 2, and 3 can be purchased in softcover or ebook format. The ebooks can be purchased as a set.

Color-Coding Your Manuscript

Although I had heard about color-coding a manuscript before rewriting it, I had never employed this technique until last year. In addition to writing books, I weave baskets, so it seems natural for me to draw an analogy between what one does when weaving a basket and what one does in a color-coded rewrite.

I first started weaving baskets in 2003. And the first ones I wove were simple weaving: 01/U1. That stands for Over 1, Under 1, and that’s what you do with the weaver: you weave it over one stake, and under the next stake. Then over one, then under one, until you’re back at the beginning and need to start the next row.

Simple weave is used for many baskets. Probably most of the baskets I’ve woven are simple weave. But the strongest baskets have a twill weave. In basketry, a twill weave is any combination of O/U except O1/U1. A simple twill can be O2/U1, or O2/U2. A complex twill might contain combinations of  07/U1, O5/U3, and so on. The picture is a Cherokee pattern basket I wove maybe ten years ago. You can see that the pattern is complex. 

One can weave a basket, and one can weave a story. You’ve probably heard some form of the expression, “He/she weaves a good story.” That’s because stories, particularly longer ones such as novels, contain patterns/themes/motifs that the writer weaves or threads through the story. In a story, as in a basket, the tighter the weave, the stronger the product. A loose weave is a sloppy weave. Not pleasant to look at. And it’s weak.

If writing were basketry, then most novels would be considered twills because they have several elements woven through them, sometimes in complex ways.

If you’re weaving a basket and you forget to pull a weaver through a particular spot, three things are going to happen: (1) there will be a definite weak spot in the basket where you missed the pattern; (2) the looks of the basket will be disrupted — something will look odd or out of place or missing; (3) this missing piece is going to disturb the user. 

The same thing is true of a manuscript. If you forget or “drop” one of your motifs, you will create a weak spot in your story — the flow of the story will be disrupted and the reader will be unsettled, either wanting to hear about the missing part, or forgetting about it and then being surprised or annoyed when you pick it up again.

Writing teachers are constantly devising methods to help writers create stronger stories when they rewrite their manuscripts. One such method, which I think was invented by Darcy Pattison (but I’m not sure), is the “Shrunken Manuscript” method. What she calls the shrunken manuscript I call color-coding.

Once you have a manuscript ready for rewrite, consider the important elements that you want to weave through it. If you’re rewriting nonfiction, I think 3 or 4 motifs are sufficient. If you’re rewriting fiction, I suspect you could have 3-6 motifs. Motifs are dominant ideas in a work of art. Two of the motifs in my novel are: the protagonist’s relationship to cross country running, and the protagonist’s relationship with his father. Fiction is more complex than nonfiction, hence the greater number of weavers you want to move through the story. After you’ve named your motifs, assign each a color. 

Last year I rewrote my first YA novel four times. On the fifth rewrite I used color-coding, and with the help of a friend I named six motifs to weave through the story: the two named above, plus four others. These elements were already present in the manuscript: they just needed to be woven through the story consistently. I work on an Apple computer, on which I use Pages as my word processing program, so it was very easy for me to use the Pages color selections. Choose six strong, bold colors and assign one to each motif.

But I’m getting ahead of myself. Before you start color-coding, make a copy of your manuscript — you do want an original, uncolored manuscript around, in case an editor wants to see it. Title the copy something like NOVEL A, Color-Coded. Then, for each color motif you chose, go through the manuscript once, selecting everything that pertains to that motif. Color it. I not only colored it, I underlined it as well, so that it would stand out even more when shrunken. (Later I learned that it would have been easier to color the space behind the type: that method will make the color sections stand out better.) I had six motifs I wanted to trace, so I went through my manuscript SIX. TIMES. This was tedious work, but it was very worthwhile. I got to see where I dealt with issues, whether I did it in page-long sections, in paragraph-long sections, in single sentences, or even in phrases. 

Don’t try to combine passages through the manuscript. That is, don’t try to do your reds and blues at the same time: it’s guaranteed that you won’t be paying as close attention as if you were looking for just one of these motifs. Chances are you will miss something.

Manuscript written and color-coded by Chris Tebbetts.

Next comes the shrinking part. Select your entire manuscript and reduce it to 6 point type. Get rid of chapter breaks if you need to, so that what you have is pretty much all text. The end result is your shrunken manuscript.

Now look at your color-coded shrunken pages. If you can line them up in a “light table” mode across your computer, all the better. If not, you will have to deal with them in a vertical fashion. In either case, you should be able to see where a color goes on vacation for a while — no purple for, like, 60 pages! This means you’ve dropped that motif for quite a while. There’s a gap there, and you need to work that purple motif into the gap.

The example above is a color-coded shrunken manuscript from friend and critique-group member Chris Tebbetts, co-author of James Patterson’s Middle School series.

When I used color-coding on my 320-page YA novel and then shrank it, it reduced to something like 73 pages. When I looked at my color-coding, I learned something that, to my knowledge, articles on the topic didn’t cover. What I learned was that some writers handle their motifs in chunks, others handle their motifs in mostly slivers. For the Chunk writers, who deal in pages and paragraphs, the colors on the shrunken ms show up in vivid blocks.

For the Sliver writers, who handle their motifs, or some of their motifs, in sentences or phrases . . . those tiny little slivers of color don’t show up very well in a shrunken manuscript. I, alas, saw that half of the time my motifs were dealt with in slivers. And I couldn’t see those thin lines of color.

So I made myself a chart in which I numbered each of my 73 pages on the left, listed each of my six motifs across the top, and filled in the colors if they were there, left the chart blank if the colors weren’t there. Creating the chart took me a while, but this was time well spent, because the chart made rewriting so much easier. I taped this chart to my bookcase and looked at it every day when I rewrote.

Color-coding my manuscript helped me see that, even though I thought I never dropped any of the weavers, I did indeed drop three of them from time to time. In the rewrite, I added them back in — making for what I hope is a tighter story with no places where the themes are dropped. 


For a colorful setting, read Barbara Gregorich’s mystery novel, Sound Proof.

Description: Vivid and Brief

In both fiction and nonfiction, description paints a picture of characters, land, structures, objects, and the like. Just as dialogue and action need to advance the plot of a novel, so, too, should description — it should provide necessary information. The things being described should be described not only because they advance the plot, but because they somehow affect either the plot or the characters in the story. Or both. And, because description makes the setting and characters more vivid, it draws readers more deeply into the story.

Entertaining the reader is not description’s main purpose — even though some writers treat description in this manner. Some readers thoroughly enjoy long, long passages of description: of the countryside, perhaps, or clothing, or a house. Other readers react impatiently to such long descriptions and often skip ahead to get to the places where something is happening. Perhaps these readers, without consciously realizing it, are reacting to the fact that such long passages contain unnecessary information.

I’m a reader who likes description not for its own sake, but because it somehow helps me understand the characters or plot better, or helps me more sharply feel the setting. I become bored when reading long passages of description: I feel that in such cases the purpose of the description is either to increase the number of pages in the book, to avoid getting to the conflict in the novel, or to show off one’s ability to write compound-complex sentences perhaps, or choose little-known words.

Even writing books written nearly a century ago cautioned that descriptive writing needed to subordinate itself to some purpose. In A Handbook to Literature (1936), the authors state: “Descriptive writing is most successful when its details are carefully selected according to some purpose and to a definite point of view, when its images are concrete and clear, and when it makes discreet use of words of color, sound, and motion.”

In So You Want to Write Marge Piercy and Ira Wood have an entire chapter on description. They start the chapter by saying: “Descriptions are places where writers feeling their oats often let themselves go and readers nod off, put down the book or at their kindest, skip.  No description should be skippable, . . . every one should be functional. If you describe something, make it work.” 

In Chapter 21 of Guide to Writing the Mystery Novel: Lots of Examples, Plus Dead Bodies, I give examples of description from Sound Proof, and show the difference between description that serves almost no purpose and description that is functional. Here is a short description as it appears in Chapter 3:

The thermometer on the back stoop read 92°.

Directly under the thermometer, leaning up against the house siding, a nylon instrument case stood unprotected.

I couldn’t tell by looking what instrument it housed because the case was long, wedge-shaped and blue — like a Cheesehead after a Green Bay winter. 

These details are short: selected for a purpose. If the details hadn’t been selected for a purpose, the passage might have read something like this:

The back stoop of the farmhouse was small by comparison to the front porch, a mere five feet by three, but covered for protection from the sun and rain. 

The two concrete steps were well-worn and pitted and the roof newly shingled with what looked like cheap tiles: in keeping with Mary’s penny-pinching.

The large outdoor thermometer, once green but now faded to white, attached to a post with two rusty screws, read 92° — and the day had hardly begun. 

Directly under the thermometer, leaning up against the faded-gray house siding, a nylon instrument case stood unprotected.

I couldn’t tell by looking what instrument it housed because the case was long, wedge-shaped and blue — like a Cheesehead after a Green Bay winter. A long zipper ran lengthwise around the case. A thick nylon strap was attached to each long end of the case by a black plastic D-hook.

The passage above contains way too many details. So many that they don’t appear selected. In fact, they weren’t selected: I just blathered on while writing them, describing everything Frank might see. The original passage, however, focuses on those details that are important to the story: the temperature and the blue nylon case. It bears repeating: in writing description, select the details that are important to the story.

Regarding description, Piercy and Wood also state: “Learn to describe briefly or in snatches, so as not to stop the story in an obvious way.” Remember that readers do not want the story to stop. So learn to describe briefly or in pieces, interspersing the descriptions with action or dialogue or other narrative.

Descriptions should not only be brief, they should be vivid. And it’s specificity that helps make descriptions vivid — the specificity of significant details. Specific details that help paint a vivid picture. And it is up to the writer to think about what those specific details might be, and then to employ them in the written description.

Description is not optional. A writer cannot decide, “I hate description, so I won’t write any.” Description presents to the reader the qualities of a person, a place, an object, even of an action — unless these are presented to the reader, the reader won’t be able to see/imagine what is happening. 

The best book I know of on description is by Rebecca McClanahan. Its title is Word Painting: A Guide to Writing More Descriptively. In it, she lists five qualities of good description:

  • It is carefully worded, using correct terms for things and using precise images.
  • It is sensory, making the reader, see, feel, hear, or smell things.
  • It presents things “as in a state of activity.” That is, good description creates the illusion of movement or motion forward, not an impression of static existence. 
  • It often employs figurative language.
  • Finally, and most importantly, description must be effective. It must do its job of aiding plot, characters, or action.

One of the best pieces of advice McClanahan gives is to avoid adjectives that label or explain — words such as lovely, noteworthy, remarkable. Instead, use adjectives that actually describe (rather than label or explain), such as curly, frayed, or moss-covered. Wherever possible, use concrete nouns such as barn, guitar, or shirt — rather than general nouns such as structure, instrument, or clothing.

Writing ineffective description that’s too general to be interesting, that does not affect a novel’s plot, characters, or action — is way too easy. Writing effective description takes more effort — but learning how to write effective description is not overly difficult. And learning how to do so allows a writer to see things in a new way — an interactive way in which description serves a purpose.


For more examples of and information on description, read Guide to Writing the Mystery Novel: Lots of Examples, Plus Dead Bodies.

Emily Dickinson

The very first Emily Dickinson poem I encountered was in a book of poetry for children. My mother gave it to me when I was in second or third grade. In among poems by Lewis Carroll and Edward Lear, there was this one:

I’m Nobody! Who are you?
Are you — Nobody — Too?
Then there’s a pair of us!
Don’t tell! they’d advertise — you know!

How dreary — to be — Somebody!
How public — like a Frog —
To tell one’s name — the livelong June —
To an admiring Bog!

Several years later, probably while in junior-high, I encountered Dickinson’s “A bird came down the walk” poem. Here is its first stanza:

A Bird came down the Walk —
He did not know I saw —
He bit an angleworm in halves
And ate the fellow, raw.

In both the “nobody” poem and the bird one, Dickinson shows a quirky sense of humor. Her observations are so astute that her poems are like visual memories. We might not remember the exact wording of a line, but we remember the visual image.

As I mentioned above, when I first read Dickinson’s poems I was seven or eight years old. My memory of the words on the page is that the lines of the poem did not contain excessive dashes. It’s possible that children’s book editors removed the dashes — which just about everybody agrees are excessive. And certainly the short lines look better without the dashes, which seem to interrupt the flow of a poem. Critics argue that Dickinson used the dash to emphasize certain words or thoughts; to indicate uncertainty; to indicate a shift in thought; to connect and separate at the same time; to be informal.

For ease of reading, I prefer the poems without all the dashed dashes! Although . . . when I see one of her poems and it contains no dashes at all, I think something is wrong.

Just as the “a bird came down the walk” poem shows Dickinson’s sense of fun, the well-known “A narrow Fellow in the Grass” poem shows she can make us shudder at the feeling of a snake unexpectedly gliding by our feet.

In my late teens and early twenties I began to encounter people of all types, I was struck by how unanchored some of them seemed. It appeared to me that they hopped from one idea to another to another to another, all without examining how or why or what the differences were. And then one day, while reading The Collected Poems of Emily Dickinson (I was taking a class in Dickinson) I ran across this four-line poem:

I bet with every Wind that blew
Till Nature in chagrin
Employed a Fact to visit me
And scuttle my Balloon —

For years I had that poem hanging on my office wall.

A large percentage of the words Dickinson wrote with are one- or two-syllable words of Anglo-Saxon origin. They are, therefore, words very familiar to us, and their brevity and familiarity help give them power.

But Dickinson had a very large vocabulary that naturally included words of Greek and Latin origin. When she used such words in a poem, juxtaposing them against the Anglo-Saxon words, the Greek or Latinate words seemed more powerful. As an example, consider one of her most highly regarded poems, “Because I could not stop for Death.” The words in the first two lines are short Anglo-Saxon words. The fourth line ends with the word “Immortality,” which came into English from Latin. The contrast between the Anglo Saxon words and the Latinate ones helps the reader feel stronger emotions and, at the same time, think about concepts and beliefs.

Emily Dickinson and Walt Whitman were the two most important poets of 19th century USA. Whitman was published and self-published in his lifetime: Dickinson had only ten of her poems published. The two are very far apart in style and subject matter, but both have influenced generations of poets. Whitmanesque lines and themes can be seen in the poetry of Allen Ginsberg, particularly in “Howl.” Dickinson has influenced poets such as Robert Lowell, Sylvia Plath, and Susan Howe. And I can’t help but think that her short-lines influence is visible in the “skinny” poems of our era.


None of the birds in Barbara Gregorich’s poems bite angleworms in half. See Crossing the Skyway: Poems.

KDP: Kindle Direct Publishing, 3

So where were we? Ah, yes, the third call from the KDP customer service operator. The call in which he told me: “The cover you have chosen does not work with books under 130 pages.”

“Okay,” I replied. “Please choose a cover that does work. Any cover will do.” He asked me to hold the line while he chose a cover that worked. After several minutes he returned to say that none of the three covers he chose worked. That was when I informed him that I had tested all ten covers and all seventy layout choices, and not a one of them worked. He replied that he would talk to the technical team and get back to me in 48 hours.  “When you call back,” I said,  “please have a cover that works. I need to get this book published quickly.” He told me he would have a cover that worked.

Meanwhile, I returned to my KDP page constantly, checking this and that, clicking here and there, wondering if I could find a loophole anywhere — something that would make my cover work.

That was when I noticed that KDP had an icon of a cover next to my manuscript. This wasn’t the cover I had tried to choose.  The cover contained the front title, subtitle, and author name. It contained only my name on the spine copy. My name in very little letters.And, somehow or other, it contained my author photo on the back. No back cover copy, no about-the-author copy. But also, and critically important — no triangles telling me that the copy didn’t fit.

Where did this cover come from? I hadn’t chosen it. And then I thought: This is the cover of my ebook. And I thought: They’ve added a back to the ebook cover, but no copy. And I thought: I wonder if the KDP program automatically flows the ebook cover into the softcover section. When the author isn’t looking. And without telling the user that this would happen.

October 27, 2018Well, in order to give my presentation, How to Self-Publish with Kindle Direct Publishing, I needed a softcover book. In my hand. To show to the students.


I clicked on the Order Proof Copy button and within minutes I received an email telling me that I would find the book in my Amazon cart  and that I had a 24-hour window in which to purchase a proof of my book. Cost, $2.19, plus shipping. I clicked. The book was sent.

I did not tell the KDP customer service operator what I had done. I figured if I told him, he would consider the problem solved. But I didn’t consider the problem solved. If when one publishes a Kindle ebook first and then proceeds to the softcover — if the ebook cover automatically flows into the softcover program and overrides everything one might want to do with Cover Creator, then I wanted to know that this is a fact. I wanted to see KDP state so in their instructions.

Just two days after I placed the order, my proof copy arrived.

And it had my name on the spine.

And my name overflowed the spine and came out on the back cover. Illustrating exactly why KDP does not permit spine copy on books of fewer than 130 pages: because the Print On Demand machines cannot line up the spine copy so precisely that it will be centered on a small spine.

At this point I was fed up with KDP’s Cover Creator problems, and with their taking so long to solve the problem they had created. I had been talking to them about this problem for eleven days and they had said or done nothing that helped. So on the evening of the eleventh day, I did something I seldom do: I wrote an irate letter to KDP Customer Service, succinctly stating the problem with their Cover Creator, expressing anger over the eleven-day delay, and requesting the courtesy of a reply the next day.

Which, to KDP’s credit, I received, approximately twelve hours after I had emailed them. Their reply, which was very polite, informed me that unfortunately Cover Creator does not work with books of fewer than 130 pages, and that anybody who wants to self-publish such a softcover book with KDP must use the downloadable template to design their own cover.

Which means, effectively, that everyone in this situation must either be able to design covers or be able to hire somebody who will design the cover for them. Or know somebody who will do it as a favor. Which, you may recall from my previous blog, Robin Koontz had already volunteered to do.

Minutes after I received the KDP reply I emailed Robin and sent her my cover photo and my author photo, and within a day she had designed a cover I loved. Robin sent me the PDF, I submitted the PDF to Kindle, and within minutes my cover (created by Robin) was approved and my book was ready to print.

CoverScrape,Rattle,Roll-Screened copy

Cover design by Robin Koontz

Although I was twelve days behind schedule due to the fact that it took KDP that number of days to inform me that their Cover Creator didn’t work for my book, I had been taking screen shots of the entire ebook and paperback publishing process. I was also able to put those screen shots into a new Keynote program and meet my commitment to the Naperville Public Library, where I presented How to Self-Publish with KDP, on October 27, 2018.

And, even though I encountered these apparently-never-tested problems in my experience with KDP, I can honestly say that, this particular problem aside, self-publishing with KDP is very easy. They have trimmed the number of steps necessary, they have streamlined the instruction and made everything not only faster, but easier. This certainly makes it easier for people to publish both ebooks and softcover books, and it makes it easier for people like me to teach others how to do so.


Scrape, Rattle, and Roll: Reflections on This and That was published by Barbara Gregorich in 2018.