Mind Mapping Your Revision

2016-06-24 17.56.13

I finished the first draft of my novel back in May and now I’m working on revising it. I’ve been reading Second Sight: An Editor’s Talks on Writing, Revising, and Publishing Books for Children and Young Adults by Cheryl B. Klein. Klein is an editor with many books to her credit, including the United States editions of the Harry Potter series and Millicent Min: Girl Genius by Lisa Yee (as well as the other books in the Millicent Min trilogy). One of the things Klein discusses in her book is that writer needs to understand who the protagonist is– what she loves, hates, wants, needs, and fears.

I tried doing some free writing on these topics, but felt like I still wasn’t really connecting with my character. Then I remembered mind mapping. I grabbed my journal and started with the character’s name in the middle of the page. Then I started writing things that I know about her– including the names of family and friends, as well as what she loves and hates. You can see the current map in the picture above. I’m still working on it– at a minimum I want to add needs and fears– but I feel like I’m getting a better idea of who she is and how she changes by the end of the book.

You’ll notice the map is kind of messy– not like some of the pretty mind map examples you can find online. I’m putting something messy out on purpose because while I like to look at pretty examples, I don’t think real idea generation looks like that, at least not when I do it. I find ideas don’t leap from my mind fully formatted with correct punctuation and spelling. The more I let go of the need to be tidy, the more I can generate ideas that make my writing interesting and real.

Make Writing Easier With Mind Mapping

These are not my students, but you get the idea. Photo credit.

These are not my students, nor are they CSU students, but you get the idea.

Back when I taught writing to undergrads at Colorado State, I asked them to observe their writing processes. That is— what really happened when they needed to write something? Did they begin by drinking coffee? Watching TV? Cleaning their rooms? (Was there something going underneath these avoidance activities?) Did they settle in at a table in the library or the student center? Or did they head outside to sit under a tree with a notebook?

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