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Jane Austen Writing Lessons. #65: Different Character Approaches to Dealing with and Expressing Emotions

#65: Different Character Approaches to Dealing With and Expressing Emotions

Jane Austen Writing Lessons. #65: Different Character Approaches to Dealing with and Expressing Emotions

Jane Austen’s Sense and Sensibility focuses on two sisters, Elinor and Marianne, who act as foils to each other. They see the world differently; they treat relationships differently; Elinor places more value on reason while Marianne places more value on feelings and sensibility. One of the most stark contrasts between the two sisters is how they deal with their emotions and how they express them to others.

Elinor and Marianne in the 1995 version of Pride and Prejudice. Marianne is younger, and her gown has more color; she wears a fashionable hat while Elinor wears none.

Elinor and Marianne, as depicted in the 1995 film version of Sense and Sensibility

Both Elinor and Marianne experience similar loss: they are both separated from and hurt by the men they love.

When Willoughby leaves Marianne, she has a very dramatic response, and suffers “violent affliction.” Her emotions become less violent, but they continue to be marked by outward pining and despair. She becomes very inwardly focused, not noticing the needs or circumstances of those around her, and she makes a scene at a London ball when she sees Willoughby. After he marries someone else, goes out in bad weather and becomes deathly ill.

When Elinor discovers that Edward Ferrars is secretly engaged to Lucy Steele (through Lucy confiding in her), she suffers intense pain, but she refuses to outwardly show it to Lucy. And then she continues to mask her emotions with her family, even though doing so pains her. She knows that Marianne is suffering, and she doesn’t want to add any more burdens to her family by sharing her own suffering; furthermore, she is bound by a promise she has made to Lucy Steele, and because of that promise she does not know how to share her pain with those closest to her. Yet because she is a point of view character, as readers we see and understand her suffering and her internal angst.

Elinor and Marianne, as depicted the 2008 version of Sense and Sensibility. Elinor appears more serious while Marianne appears more playful.

Elinor and Marianne, as depicted in the 2008 Sense and Sensibility miniseries

These two characters react to similar situations differently because of their contrasting personalities and because of different outside circumstances. In addition to considering how the same character will express small, medium, and large emotions differently, writers should consider how different characters deal with and express their emotions.

Later, when it becomes public knowledge that Edward is engaged to Lucy Steele, Marianne is in complete shock. But she notices that her sister is not surprised.

“How long has this been known to you, Elinor? has he written to you?”

“I have known it these four months. When Lucy first came to Barton Park last November, she told me in confidence of her engagement.”

At these words, Marianne’s eyes expressed the astonishment which her lips could not utter. After a pause of wonder, she exclaimed—

“Four months!—Have you known of this four months?”

Elinor confirmed it.

“What! while attending me in all my misery, has this been on your heart? And I have reproached you for being happy!”

“It was not fit that you should then know how much I was the reverse!”

“Four months!” cried Marianne again. “So calm! so cheerful! How have you been supported?”

Marianne struggles to understand how Elinor’s outward reality could be in such contrast to her inward reality, because for Marianne, her inward and outward realities are typically aligned.

To Marianne’s question, Elinor responds:

“By feeling that I was doing my duty.—My promise to Lucy, obliged me to be secret. I owed it to her, therefore, to avoid giving any hint of the truth; and I owed it to my family and friends, not to create in them a solicitude about me, which it could not be in my power to satisfy.”

Marianne seemed much struck.

“I have very often wished to undeceive yourself and my mother,” added Elinor; “and once or twice I have attempted it;—but without betraying my trust, I never could have convinced you.”

“Four months! and yet you loved him!”

“Yes. But I did not love only him; and while the comfort of others was dear to me, I was glad to spare them from knowing how much I felt. Now, I can think and speak of it with little emotion. I would not have you suffer on my account; for I assure you I no longer suffer materially myself. I have many things to support me. I am not conscious of having provoked the disappointment by any imprudence of my own, I have borne it as much as possible without spreading it farther.”

Elinor goes on to tell Marianne how she has forgiven Edward and does not blame him. Then she says:

“Edward will marry Lucy; he will marry a woman superior in person and understanding to half her sex; and time and habit will teach him to forget that he ever thought another superior to her.”

Marianne cannot accept that her sister could reach such a point if she truly and fully loved Edward:

“If such is your way of thinking,” said Marianne, “if the loss of what is most valued is so easily to be made up by something else, your resolution, your self-command, are, perhaps, a little less to be wondered at.—They are brought more within my comprehension.”

But Elinor will not accept Marianne’s judgment. She rebukes Marianne, in essence saying that she has loved and felt as deeply as Marianne:

“I understand you. You do not suppose that I have ever felt much. For four months, Marianne, I have had all this hanging on my mind, without being at liberty to speak of it to a single creature; knowing that it would make you and my mother most unhappy whenever it were explained to you, yet unable to prepare you for it in the least. It was told me,—it was in a manner forced on me by the very person herself, whose prior engagement ruined all my prospects; and told me, as I thought, with triumph. This person’s suspicions, therefore, I have had to oppose, by endeavouring to appear indifferent where I have been most deeply interested; and it has not been only once; I have had her hopes and exultation to listen to again and again. I have known myself to be divided from Edward for ever, without hearing one circumstance that could make me less desire the connection. Nothing has proved him unworthy; nor has anything declared him indifferent to me. I have had to contend against the unkindness of his sister, and the insolence of his mother; and have suffered the punishment of an attachment, without enjoying its advantages. And all this has been going on at a time, when, as you know too well, it has not been my only unhappiness. If you can think me capable of ever feeling, surely you may suppose that I have suffered now. The composure of mind with which I have brought myself at present to consider the matter, the consolation that I have been willing to admit, have been the effect of constant and painful exertion; they did not spring up of themselves; they did not occur to relieve my spirits at first. No, Marianne. Then, if I had not been bound to silence, perhaps nothing could have kept me entirely—not even what I owed to my dearest friends—from openly showing that I was very unhappy.”

Marianne was quite subdued.

“Oh! Elinor,” she cried, “you have made me hate myself for ever.—How barbarous have I been to you!—you, who have been my only comfort, who have borne with me in all my misery, who have seemed to be only suffering for me!—Is this my gratitude?—Is this the only return I can make you?—Because your merit cries out upon myself, I have been trying to do it away.”

This is a powerful scene between the two sisters, in part because their different approaches to dealing with and expressing emotions requires them to reconcile with each other.

When writing character emotions, it’s important to remember that there is a full range of ways a character can react to the same event: a more dramatic, outward expression or a quieter, more internal expression could both be used for either large or small emotions. A more “emotional” character, like Marianne, does not actually have more emotions—they simply express them in a different manner. It is important to note, however, that the way a character chooses to express their emotions does have consequences: Marianne pining for months does have negative effects on her well-being, and prevents her from dealing with her emotions and facing the truth about Willoughby.

There are a full range of possibilities responses in between these two opposite approaches: there are endless ways a character might deal with or express their emotions. There is no guide, no rule on whether your character should express emotions in a big or small manner, an internal or an external way: this is something you have to choose for each character, and this choice will reveal a lot about the individual and their circumstances.

Writing Exercises - Jane Austen Writing Lessons

Exercise 1: Write a scene with two characters. They can be siblings, friends, coworkers, or have something else that ties them together and creates similarities between them. In the scene, have something negative happen to both of the characters. The two characters should deal with and express their emotions in different ways (they do not need to be polarly opposite in their reactions, but they can be).

Exercise 2: Write a second scene with two characters with something in common—they can be the same characters from exercise 1, or new characters. In this scene, have something positive happen to both of the characters. Once again, have the characters deal with and express their emotions in different ways.

Exercise 3: Choose a handful of people in your life that you know well or interact with on a regular basis. For each person, write a several sentence sketch about how they deal with and express their emotions.

Then reflect on the differences between these people, and how their reactions are impacted by their personalities and circumstances.

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Jane Austen Writing Lessons. #61: How to Convey Emotion. Planting Clues to What Characters Feel

#61: How to Convey Emotion: Planting Clues to What Characters Feel

Jane Austen Writing Lessons. #61: How to Convey Emotion. Planting Clues to What Characters Feel

It took me several years of writing fiction to really learn how to convey emotions. As a writer, you often know what your characters are feeling, but how do you convey that to the reader in a way that helps them to believe it, and sometimes even to feel it with the characters?

One of the ways I learned to write emotions was by studying writers who excel at it. Jane Austen is a master of emotion. Let’s look at a passage rife with emotion from her first published novel, Sense and Sensibility.

At this point in the novel, most characters assume that Marianne Dashwood and John Willoughby are engaged to each other. The other Dashwood family members leave the house, knowing it is likely that Willoughby will call upon Marianne.

They return to witness a flurry of unexpected emotions.

“They were no sooner in the passage than Marianne came hastily out of the parlour apparently in violent affliction, with her handkerchief at her eyes; and without noticing them ran up stairs.”

First, let’s consider the word apparently. Marianne is “apparently in violent affliction.” This word choice is important. Marianne is not a viewpoint character in this chapter—the point of view is from Elinor’s perspective. Elinor and her mother cannot actually, with any certainty, know how Marianne feels. They cannot peer into her mind. And even if she were to tell them, it would be filtered through both language and what she wants them to know.

As such, they are forced to interpret her behavior in order to understand her emotions. Readers must do the same thing, especially when reading about non-viewpoint characters. We look at clues that indicate how the characters feel, and, like Elinor and Mrs. Dashwood, we come to conclusions on someone’s emotional state.

What are the clues in this sentence?

  1. Marianne came hastily out of the parlour
  2. Apparently in violent affliction
  3. With her handkerchief at her eyes
  4. Without noticing them
  5. Ran up stairs

These clues can be categorized into different types of clues that you can use as a writer to convey emotions:

Emotional Clue Technique 1: Concrete actions and behavior

Emotional Clue Technique 1: Concrete actions and behavior

Marianne moves with speed; she has her handkerchief pressed to her eyes (and we can assume she is crying); she runs up the stairs.

Concrete actions and behavior are the results of choices made by a character, and choices are always influenced by a character’s emotions. Different characters react to different situations in very different ways—not everyone expresses strong emotions with strong outward displays. But even if a character is suppressing or hiding their emotions, it will impact their actions and behavior.

This is an important emotional clue to place, whether or not you are attempting to capture the viewpoint character’s emotions, or the emotions of another character.

Emotional Clue Technique 2: Awareness/lack of awareness

Marianne does not notice or acknowledge her family members, even as she rushes past them.

Certain types of emotions will point a character outward—charitable emotions, or concern for others. Other emotions will point a character inward or narrow their focus to a smaller awareness.

This emotional clue is one that Austen uses less frequently, but to great effect. In terms of viewpoint characters, a viewpoint character may not realize what they are aware or not aware of, but it will impact the sort of description that is used in a scene.

Emotional Clue Technique 3: General impressions

Marianne is apparently in violent affliction.

Here, Elinor and her mother are interpreting their general impressions—their feel of the situation. This is likely influenced by dozens of tiny details that Austen does not describe. Maybe Marianne’s face is pale; maybe her arms hang a little limply; maybe she’s sniffling. All of the time, we interpret dozens of tiny details—sometimes subconsciously—and come to conclusion. Rather than including every possible detail, we are given Elinor’s conclusion, which is useful in that it brings us back to the viewpoint character and how she is processing the events.

When a character interprets someone’s emotions, it’s often useful to have a qualifier that signifies that the point of view character is making an interpretation (so readers do not confuse it with the narrator proclaiming this emotion as fact, which can read as a point of view shift). Austen uses “apparently” but writers also use “likely,” “probably,” “it seemed that,” and a number of other signifiers.

More Types of Emotional Clues

Austen goes on to use more types of emotional clues in the passage (and she plants more emotional clues in the categories we’ve already established). Let’s read more of the scene and look for additional types of clues:

Surprised and alarmed they proceeded directly into the room she had just quitted, where they found only Willoughby, who was leaning against the mantel-piece with his back towards them. He turned round on their coming in, and his countenance showed that he strongly partook of the emotion which over-powered Marianne.

“Is anything the matter with her?” cried Mrs. Dashwood as she entered—“is she ill?”

“I hope not,” he replied, trying to look cheerful; and with a forced smile presently added, “It is I who may rather expect to be ill—for I am now suffering under a very heavy disappointment!”

“Disappointment?”

“Yes, for I am unable to keep my engagement with you. Mrs. Smith has this morning exercised the privilege of riches upon a poor dependent cousin, by sending me on business to London. I have just received my dispatches, and taken my farewell of Allenham; and by way of exhilaration I am now come to take my farewell of you.”

“To London!—and are you going this morning?”

“Almost this moment.”

“This is very unfortunate. But Mrs. Smith must be obliged;—and her business will not detain you from us long I hope.”

He coloured as he replied, “You are very kind, but I have no idea of returning into Devonshire immediately. My visits to Mrs. Smith are never repeated within the twelvemonth.”

“And is Mrs. Smith your only friend? Is Allenham the only house in the neighbourhood to which you will be welcome? For shame, Willoughby, can you wait for an invitation here?”

His colour increased; and with his eyes fixed on the ground he only replied, “You are too good.”

Emotional Clue Technique 4: Stating the Emotion

Emotional Clue Technique 4: Stating the Emotion

Elinor and her mother are surprised and alarmed.

The emotion of the viewpoint character can be stated, as Austen does here. This is not a technique she frequently uses—if used improperly, stating an emotion feels like cheating. If it feels unearned, we won’t necessarily believe it. When Austen states the emotion, it’s almost always in moments like this, where the situation and our past knowledge of the characters makes it obvious in and of itself that this would be the emotion felt by the viewpoint character. Of course Elinor and Mrs. Dashwood are going to be startled and alarmed by Marianne’s extreme emotional reaction. Stating it allows Austen to quickly solidify the reaction and move on to more important parts of the scene.

Most of the time, stating the emotion needs to be for the viewpoint character, unless it is the viewpoint character’s interpretation of another’s emotions (see clue technique 3).

Emotional Clue Technique 5: Body Language

Willoughby is leaning against the mantle-piece with his back towards them.

Body language is a powerful indicator of a character’s emotions. If a character is feeling confident, upset, flustered, or distracted, it will often have an impact on their body language. Some characters have little control or awareness of how their body language is conveying their emotional state; other characters will attempt to control their body language to mask emotions.

Emotional Clue Technique 6: Facial Expressions

Emotional Clue Technique 6: Facial Expressions

His countenance showed that he strongly partook of the emotion which over-powered Marianne.

Facial expressions often provide clues to a character’s emotions. Austen typically uses this type of emotional clue when capturing the emotions of a non-viewpoint character. Viewpoint characters, when experiencing emotions, are not always likely to think about what facial expressions they are using (though in some situations it can work).

Emotional Clue Technique 7: Verbs and Adjectives

Emotional Clue Technique 7: Verbs and Adjectives

Cried Mrs. Dashwood; with a forced smile; he coloured.

While this technique often overlaps with other techniques, it is such a powerful technique that it is useful to consider on its own. What verbs will best express someone’s emotion? What adjectives can enlighten the emotions of a scene?

Mrs. Dashwood does not just ask what is wrong with her daughter—she cries it. Calling a smile forced reveals that it does not feel genuine, and thus hints at the real emotion beneath. The fact that Willoughby’s face colours hints at shame or embarrassment in key parts of the conversation.

It’s important not to overindulge in this technique. Note that most of these lines of dialogue don’t include a verb that describe the characters, or how they’re saying their lines. Using verbs and adjectives that convey emotions can be most powerful when used sparingly, because we’re not inundated and it focuses the reader on the key, compelling details.

Emotional Clue Technique 8: Dialogue

Emotional Clue Technique 8: Dialogue

Mrs. Dashwood has asked Willoughby a question about Marianne, but then his dialogue focuses on himself and his troubles. Mrs. Dashwood’s continuing questions indicate that her constant surprise and changing understanding of the situation. Willoughby keeps most of his statements very formal and factual. While at this point readers cannot be conclusive about Willoughby’s motivations or the deeper layers behind his dialogue, readers discover this later in the book.

What a character says can reveal or conceal their emotions. Ultimately, dialogue is an action taken by a character, and what they choose to say and how is influenced by their emotional state.

Emotional Clue Technique 9: Shifts of Emotion

Emotional Clue Technique 9: Shifts of Emotion

As the conversation continues, there is a shift in Willoughby’s emotions. Not only is he feeling whatever emotions were incited by his conversation with Marianne, but a new emotion arrives: a discomfort and a desire to escape the situation.

The conversation continues with Mrs. Dashwood emphasizing that Willoughby is always welcome at their cottage, and then we read:

“My engagements at present,” replied Willoughby, confusedly, “are of such a nature—that—I dare not flatter myself—”

He stopped. Mrs. Dashwood was too much astonished to speak, and another pause succeeded. This was broken by Willoughby, who said with a faint smile, “It is folly to linger in this manner. I will not torment myself any longer by remaining among friends whose society it is impossible for me now to enjoy.”

He then hastily took leave of them all and left the room. They saw him step into his carriage, and in a minute it was out of sight.

Emotions—whether large or small—are not static. They can change or shift within a sentence or scene, or they can be joined by other emotions. Conveying shifts of emotion is a useful technique that helps the reader understand characters and the situation.

Emotional Clue Technique 10: Silence/Pauses

Emotional Clue Technique 10: Silence/Pauses

Mrs. Dashwood was too astonished to speak. Another pause succeeded—neither Willoughby or Elinor speak either. In fact, Elinor has not spoken yet during this scene, perhaps because she feels it is not her place.

Silences and pauses can be powerful tools to reveal emotions. Sometimes emotions can be too strong for action or dialogue. Sometimes inaction reveals an inability to process an emotions. Sometimes pauses are because an emotion makes it difficult to see a way forward. Who breaks the pause and how can also be revelatory.

Recap/Conclusion

In this short scene, Austen uses ten techniques that provide emotional clues to the reader, to help the reader understand—and experience—the emotions of the characters.

Let’s look at them again, in list form:

  1. Concrete actions and behavior
  2. Awareness/lack of awareness
  3. General impressions
  4. Stating the Emotion
  5. Body language
  6. Facial expressions
  7. Well Chosen Verbs and Adjectives
  8. Dialogue
  9. Shifts of Emotion
  10. Silences/pauses

This scene is a key emotional scene—it’s a turning point in the novel, where everything changes for Marianne and the other characters. So it makes sense that it uses ten different techniques that provide clues to the reader.

These aren’t the only techniques that Austen uses as emotional clues. In a previous Jane Austen writing lesson, I discussed how setting can be used to complement or contrast emotions. In the coming weeks, I’ll discuss other techniques for emotions that work particularly well for viewpoint characters (like free indirect speech, repetition, and punctuation). We’ll also talk more about differences between conveying small, medium, and large emotions, and ways that different characters express or deal with their emotions.

Writing Exercises - Jane Austen Writing Lessons

Exercise 1: Incorporating emotional clues

Part 1: From the list of ten emotional clues, choose the three that you are most comfortable using to convey emotions. Now write a paragraph or brief scene that uses these three emotional clues.

Part 2: Now return to the list of ten emotional clues, and choose the three that you are least comfortable using to convey emotions. Rewrite the paragraph or brief scene using these three emotional clues instead.

Exercise 2: Random number generator story

Step 1: Choose an everyday task (going to the grocery store; attending school; working out; etc.)

Step 2: Choose a predominant emotion (happiness; anger; frustration; fatigue; etc.)

Step 3: Use a random number generator to select 5 numbers between 1 and 10 (there can be duplicates). Write them down in the random order generated by the widget.

Step 4: Write a scene that has a character complete the everyday task and incorporates the predominant emotion. Each type of emotional clue should be used in the storytelling. These emotional clues can be grouped together in the scene, or spread throughout the scene, but they must be included in the order dictated by the random number generator.

Exercise 3: Analyze the writing of an author you love (who is not Jane Austen). What emotional clues do they use to hint at or convey the characters’ emotions? Do they use the same emotional clues as Austen uses, or different ones? How are they incorporated into scenes?

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Jane Austen Writing Lessons. #56: Times and Seasons of Creativity

#56: Times and Seasons of Creativity

Jane Austen Writing Lessons. #56: Times and Seasons of Creativity

Writers and other creatives often feel the pressure to be creating constantly. Praise is extolled upon those who are able to draft quickly, revise quickly, and publish often.

I am naturally a slow writer. My ideas need time to simmer and develop, and I can’t rush the drafting process. At times, the pressure to be a fast writer has made me feel inadequate or insecure, or I’ve felt jealous of those with a faster process.

At other times, life has interfered with my creativity: sicknesses and other challenges can force creative projects into little scraps of low-energy time, or sometimes even cause creative projects to be put on hold.

This, of course, can be discouraging. However, I’m encouraged by looking at Jane Austen’s life and writing.

Let’s consider a few snapshots of Jane Austen’s writing life:

1787-1799: The Early Years

  • 1787-1793: Juvenilia
  • 1793-1795: Lady Susan
  • 1796-1798: Elinor and Marianne; First Impressions
  • 1798-1799: Northanger Abbey

This is a very productive period of writing for Jane Austen. During her teenage years, she wrote many short pieces of various genres and styles, and she shared these pieces with her family. These works are now known as her Juvenilia.

Then she moved on to longer, more developed works—Lady Susan, Elinor and Marianne, First Impressions, and Northanger Abbey.

1800-1809: Years of Struggle

  • Some revisions of Lady Susan and Northanger Abbey
  • 1804: started The Watsons

This period in Jane Austen’s life stands in stark contrast to the prior years. She did some revisions on both Lady Susan and Northanger Abbey, and while both books were sold to publishers, neither were published. She started the book The Watsons, but then abandoned it, leaving it unfinished. She may have done some additional revisions on her other works, and she did continue to write letters, but it was much slower period of writing for Jane Austen.

Why did she write less?

The answer was simple: Life was difficult for Jane Austen during these years.

First, her father uprooted their family to Bath. Jane Austen did not like living in Bath, and her days were filled with social obligations and responsibilities that were difficult to escape.

Then her father died. His death caused Jane Austen to abandon The Watsons—she could not work on it any longer. It also began a period of severe financial insecurity. Jane Austen moved from place to place, often having to rely on others for a place to stay and struggling to have enough for the basic necessities. It is little wonder that she was not able to make much progress on her writing.

1809-1817: The Chawton Years

  • 1809: Moved to Chawton
  • 1811: Sense and Sensibility
  • 1813: Pride and Prejudice
  • 1814: Mansfield Park
  • 1815: Emma
  • 1817: Persuasion; Sanditon (unfinished)

Jane Austen’s brother Edward had been adopted (became the heir) for distant relatives in Chawton. In 1809, he invited Jane and several other family members to live in a cottage on the estate. Suddenly, Jane Austen had security. She had a home. And she had the space and the time to write.

She revised Elinor and Marianne—which she had originally written between 1796 and 1798—and published it as Sense and Sensibility. She rewrote First Impressions as Pride and Prejudice. And then she wrote three new novels: Mansfield Park, Emma, and Persuasion. She began the novel Sanditon, but did not finish it before her death.

Times and Seasons of Writing

We each have times and seasons of writing, and it’s important to treat ourselves with compassion and understanding. We will have times, like the decade in Jane Austen’s life, where it is more difficult to write, where life circumstances create additional challenges for creativity. We might even have years where we cannot actively work on our creative goals.

In another post, I wrote about how even at Chawton, Jane Austen had to actively work to create space for writing in her life. Even in seasons of writing, it takes active work to give time to writing, and writing may still not be easy.

I also like to remember that it’s okay if certain projects take time to reach their final form. Sense and Sensibility and Pride and Prejudice are two of the most important novels in English literature, and two of my favorite novels. And they were not written quickly. They required writing and re-envisioning and rewriting over a 17-year period.

Like Jane, life may at times interfere with our writing. But like Jane, we will have fertile seasons of writing. Like Jane, we can tell our stories and share them with the world.

Writing Exercises - Jane Austen Writing Lessons

Exercise 1: Write the story of your creative journey. What has led you to be the writer you are today? Which times and seasons of your life have been more or less creative? Is there anything from the less creative periods of your life that has helped you with your writing?

Exercise 2: Take a project that you set aside, perhaps years ago. Spend a few minutes considering it. If you were going to rewrite it today, how would you approach it differently?

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Jane Austen Writing Lessons. #48: Techniques for Writing About Holidays in Fiction

#48: Techniques for Writing About Holidays in Fiction

Jane Austen Writing Lessons. #48: Techniques for Writing About Holidays in Fiction

Jane Austen has a thing for Christmas.

In some of her novels, Christmas is mentioned only in brief, while in others it is a focal component, but each of her six published novels incorporates Christmas in some way. In this post, we’re going to look at how Jane Austen uses Christmas as a storyteller, and what writing techniques we can learn from her. Whether your characters celebrate Christmas or Eid or Rosh Hashanah, you can apply these techniques for writing about holidays in fiction to your own stories.

Writing Holidays in Fiction. Technique #1: Use holidays as time markers. Jane Austen Writing Lessons.

Technique 1: Use Holidays as Time Markers

Major holidays act as time markers in the year—they are days that are out of the ordinary, and we associate them with certain months and seasons. Austen often references Christmas a time marker, to show either a sense of when something occurred or will occur, or to show the passage of time.

She does this a number of times in her novels, but here’s a few brief examples.

Mansfield Park

In Mansfield Park, there is a conversation between Miss Crawford and Edmund Bertram. They share a romantic interest in each other, but Miss Crawford looks down on the clergy as a profession, while Edmund looks forward to becoming a clergyman:

“Ordained!” said Miss Crawford; “what, are you to be a clergyman?”

“Yes; I shall take orders soon after my father’s return—probably at Christmas.”

Pride and Prejudice

After the regiment leaves Meryton, initially a number of members of the Bennet family are devastated. Eventually, their intense feelings on the matter begin to subside:

Mrs. Bennet was restored to her usual querulous serenity; and, by the middle of June, Kitty was so much recovered as to be able to enter Meryton without tears; an event of such happy promise as to make Elizabeth hope that by the following Christmas she might be so tolerably reasonable as not to mention an officer above once a day…

Technique 2: Use Holidays to Convey Emotions

Holidays are not joyful for everyone: there is not a unified experience or emotional reaction for any holiday. Jane Austen uses holidays to demonstrate a range of emotional states. Sometimes, the emotions shown will be about the holiday itself, or people’s expectations and experience of the holiday. At other times, she will use a holiday to reflect a character’s overall emotional state at this point in the story.

This passage in Persuasion does both: we see characters’ emotions about the present holiday (which in part is related to their expectations for it). Lady Russell expects a quieter holiday than Mrs. Musgrove. We also see characters’ emotional states about the present events—Anne is still troubled by Louisa Musgrove’s accident and the resulting health consequences, and so she expects something different from Christmas, while Mrs. Musgrove finds the Christmas chaos to be a balm for her worries about her daughter Louisa.

Immediately surrounding Mrs Musgrove were the little Harvilles, whom she was sedulously guarding from the tyranny of the two children from the Cottage, expressly arrived to amuse them. On one side was a table occupied by some chattering girls, cutting up silk and gold paper; and on the other were tressels and trays, bending under the weight of brawn and cold pies, where riotous boys were holding high revel; the whole completed by a roaring Christmas fire, which seemed determined to be heard, in spite of all the noise of the others. Charles and Mary also came in, of course, during their visit, and Mr Musgrove made a point of paying his respects to Lady Russell, and sat down close to her for ten minutes, talking with a very raised voice, but from the clamour of the children on his knees, generally in vain. It was a fine family-piece.

Anne, judging from her own temperament, would have deemed such a domestic hurricane a bad restorative of the nerves, which Louisa’s illness must have so greatly shaken. But Mrs Musgrove, who got Anne near her on purpose to thank her most cordially, again and again, for all her attentions to them, concluded a short recapitulation of what she had suffered herself by observing, with a happy glance round the room, that after all she had gone through, nothing was so likely to do her good as a little quiet cheerfulness at home.

Louisa was now recovering apace. Her mother could even think of her being able to join their party at home, before her brothers and sisters went to school again. The Harvilles had promised to come with her and stay at Uppercross, whenever she returned. Captain Wentworth was gone, for the present, to see his brother in Shropshire.

“I hope I shall remember, in future,” said Lady Russell, as soon as they were reseated in the carriage, “not to call at Uppercross in the Christmas holidays.”

Technique 3: Use Distinctive Holiday Details

At times, Austen gives distinctive details surrounding Christmas. This gives flavor to the holiday and paints the setting for the reader. As a modern reader, these details are fascinating, but they would also be interesting for a contemporary reader because they show how a particular character or group interacts with the holiday.

In the above passage from Persuasion, here are some of the distinctive details included about Christmas:

  • Girls cutting up silk and gold paper
  • A table covered by “tressels and trays, bending under the weight of brawn and cold pies”
  • A “roaring Christmas fire”—a loud, large fire, louder and larger because it is for Christmas

The novel Sense and Sensibility includes only two brief references to Christmas, and yet the details included do give flavor to both the holiday and the character’s experience.

After Marianne Dashwood falls down a hill and is rescued by John Willoughby, the incident is mentioned by the Dashwoods to their friend Sir John, and Sir John gives several details praising Willoughby’s character, including the following with a reference to Christmas:

“He is as good a sort of fellow, I believe, as ever lived,” repeated Sir John. “I remember last Christmas at a little hop at the park, he danced from eight o’clock till four, without once sitting down.”

Here, we have details about Christmas—an outdoor party at the park, with dancing for eight hours!

Writing Holidays in Fiction. Technique #4: Use holidays for their associations. Jane Austen Writing Lessons.

Technique 4: Use Holidays for their Associations

Every holiday has a set of associations for both characters and readers. Some of these associations are universal—Christmas, for example, is associated with celebration and community and gathering as family and friends—while some may be more distinct.

In Emma, when the characters are at Box Hill, the characters begin sharing conundrums—a sort of riddle—and other plays on words. When it comes to Mrs. Elton, she says:

“Oh! for myself, I protest I must be excused,” said Mrs. Elton; “I really cannot attempt—I am not at all fond of the sort of thing. I had an acrostic once sent to me upon my own name, which I was not at all pleased with. I knew who it came from. An abominable puppy!—You know who I mean (nodding to her husband). These kind of things are very well at Christmas, when one is sitting round the fire; but quite out of place, in my opinion, when one is exploring about the country in summer.”

Mrs. Elton’s excuse for not participating is that it is not Christmas.

At other times these associations create emotional touchstones for the reader.

One of my favorite podcasts, The Thing About Austen, recently aired an episode about Elizabeth’s invitation for the Gardiners to join her for Christmas at Pemberley—first, Christmas is set up as a family event in the novel, for which the Gardiners always come to visit; then, Elizabeth supposes that it is good that she did not marry Mr. Darcy, for he would not allow the Gardiners to visit; and then, Elizabeth invites the Gardiners for Christmas. It’s an 18-minute episode, and well worth listening to for the way they analyze these passages and the details they include about Christmas in the Regency.

Writing Holidays in Fiction. Technique #5: Use holidays for key scenes.

Technique 5: Use Holidays for Key Scenes

In a previous post, I discussed how distinctive settings are often used for key scenes and turning points.

A holiday can provide a perfect opportunity for these key scenes or turning points—there is lots of emotions, and characters are often gathered together.

The most famous holiday scene in Austen’s works is the Christmas Eve dinner at the Westons in Emma. Its untimely end due to the snow leads to Mr. Elton’s unwanted proposal to Emma in a carriage. I discuss this scene in more depth in my post on using distinctive settings for major plot turns.

The other key scene which occurs at Christmas is the ball thrown for Fanny and her brother in Mansfield Park. This is the first time Fanny’s uncle has truly given her any attention—it is, perhaps, the first time she has felt valued by him. It provokes an internal crisis, as Fanny must decide whether to wear the necklace given her by the Crawfords or the one given by her cousin Edmund. And it is also an event where Henry Crawford gives Fanny his attentions as he attempts to make her fall in love with him. It’s an important scene with many key plot and character moments that change the course of the story.

Conclusion

While Austen often references Christmas, these techniques can be used for incorporating other holidays in fiction as well. Holidays are not an essential or required part of storytelling, yet every single culture and people celebrates holidays. Including holidays can give a fullness to the characters’ lives and show how they behave in circumstances which are out of the ordinary.

Writing Exercises - Jane Austen Writing Lessons

Exercise 1: Other Holidays

Choose a holiday that is not Christmas that your characters would celebrate. Write either a reference to the holiday or a full scene which uses at least one of the techniques in this lesson. Make sure to consider what associations the characters would have for the holiday and how they would celebrate it.

Exercise 2: A Holiday Story

Some of the most famous works of fiction, like A Christmas Carol, use a holiday as a core focus and setting for the entire story.

Holiday stories are often associated with certain genres, such as romance, however, holiday stories can be used in any genre—horror, science fiction, mystery, etc.

Outline a short story or novel, of any genre, which uses a holiday as a core component and setting.

Exercise 3: Read or Watch

Read or watch a story which incorporates a holiday, either in a small or large way. Does the story use the same techniques as Austen, or different ones?

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How to Write Perspectives You Don’t Agree With in Fiction (And How to Write Objectionable Perspectives)

#45: How to Write Perspectives You Don’t Agree With in Fiction (And How to Write Objectionable Perspectives)

How to Write Perspectives You Don’t Agree With in Fiction (And How to Write Objectionable Perspectives)

One of the powers of writing fiction is that you are able to write characters who are not like you—they can have different backgrounds, different skills, different desires, different circumstances.

But sometimes, for the purposes of plot or character or theme, you need to write fictional perspectives that you don’t agree with.

Sometimes these might be perspectives that take a different philosophy on life—in Sense and Sensibility, Mrs. Jennings attempts to pry into Elinor’s life to discover who Elinor favors, despite the subject making Elinor uncomfortable:

When Mrs. Jennings attacked [Elinor’s sister Margaret] one evening at the park, to give the name of the young man who was Elinor’s particular favourite, which had been long a matter of great curiosity to her, Margaret answered by looking at her sister, and saying, “I must not tell, may I, Elinor?”

This of course made every body laugh; and Elinor tried to laugh too. But the effort was painful. She was convinced that Margaret had fixed on a person whose name she could not bear with composure to become a standing joke with Mrs. Jennings.

Mrs. Jennings pushes and pushes until she discovers from Margaret that the name begins with F, and it makes Elinor extremely uncomfortable.

Yet there are also perspectives that Austen represents in her novels that are much more objectionable. As you write your own stories, you may need to write a character who you not only disagree with, but whose views (and resulting actions) you find reprehensible.

How do you write perspectives you don’t agree with in fiction? And how do you write objectionable perspectives?

Understand your character’s views and the reasons for their views and behaviors

Understand your character’s views and the reasons for their views and behaviors

In order to write a character, you must understand them. In Sense and Sensibility, Lucy Steele manipulates the protagonist, Elinor, by sharing secrets and extracting promises from her. Lucy causes Elinor much pain.

Yet she is an effective character, because Austen understand her views:

Lucy Steele is a woman grasping for a respectable place in life. The man she loved and made promises to when younger seems to be in love with someone else. If we were in her place, wouldn’t many of us want to try to do something?

When characters have objectionable perspectives on life, they often have reasons for it, things in their past and their present that have influences their views and behavior.

Their motives for these views and their behavior might be inwardly focused, like selfishness, a desire for power, or a disregard for societal mores. Their motives might be outwardly focused, such as spite, revenge, or jealousy. Their motives for these objectionable perspectives might more positive—they might think they are benefiting others by their behavior. And sometimes a character might have an objectionable viewpoint because they believe the ends justify the means or they lack the understanding and knowledge to see the negative implications of their negative viewpoints.

At the beginning of the year I wrote a post about giving antagonists redemptive qualities. In that post I discussed John Willoughby as a character in Sense and Sensibility. He makes choices that cause active harm to the protagonists, yet his motives are clear, and while some of his motives and perspectives are harmful, others are positive. In a poignant and powerful passages that is often cut from film adaptations, John Willoughby is given an entire scene in which to express his viewpoints, his regrets, and his justifications. He knows the harm he has caused, yet refuses to give up some of his objectionable perspectives. But because we see his story, we feel for him, and Elinor feels for him.

Don’t Make an Objectionable Perspective Universal

When you write a character with an objectionable perspective, don’t make that perspective universal, especially within groups or categories to which a character belongs.

As I discussed in the previous post, groups of characters should not be written as monoliths—within any group there is a range of perspectives and opinions. While a character may have a particular objectionable perspective, not everyone within their societal class, religion, race, nationality, or any other sort of group will have that perspective. It can be harmful to people within those groups if you represent an objectionable perspective as universal.

For example, some of the most objectionable perspectives on life in Sense and Sensibility are held by Fanny Dashwood and her mother, Mrs. Ferrars. Fanny is selfish and more than willing to deprive Mrs. Dashwood and her daughters of any support. Mrs. Ferrars is very classist, as she is also controlling, vindictive, and cruel. Yet one of their other family members, Edward Ferrars, is shown in a completely different light. While his choices sometimes cause Elinor pain, he does not want to cause her pain and he spends the story trying to be good and honorable to everyone.

(Note: sometimes in Austen novels, you have only one character from a group, for example, Mr. Collins is the only clergyman character in Pride and Prejudice. Yet his views are not universalized as representative of all clergymen.)

Assign the Objectionable Perspective to an Antagonist

Assign the Objectionable Perspective to an Antagonist

When representing an objectionable perspective, the goal as a writer is likely not to condone that viewpoint. This is the reason why, in many novels, the truly objectionable perspectives are given to antagonists.

Because an antagonist interferes with the main character, it is often made clear that their behavior and the viewpoints that lead to this behavior are not advocated by the narrator or the writer.

Let’s consider, once again, the selfish perspective of Fanny Dashwood:

Mrs. John Dashwood did not at all approve of what her husband intended to do for his sisters. To take three thousand pounds from the fortune of their dear little boy would be impoverishing him to the most dreadful degree. She begged him to think again on the subject. How could he answer it to himself to rob his child, and his only child too, of so large a sum? And what possible claim could the Miss Dashwoods, who were related to him only by half blood, which she considered as no relationship at all, have on his generosity to so large an amount. It was very well known that no affection was ever supposed to exist between the children of any man by different marriages; and why was he to ruin himself, and their poor little Harry, by giving away all his money to his half sisters?

Through use of free indirect speech and a summary of Fanny’s arguments, we are given Fanny’s perspective, and it is an objectionable one.

Yet Austen’s narrator does not moralize or directly condemn. Austen does not take a heavy, didactic approach, which would lessen the beauty and effectiveness of her novels. Rather, she allows Fanny to show her perspective, and throughout the novel she explores the impact of this perspectives on the main characters as they are, in essence, cast out of their home.

Next Lesson: How to Give an Objectionable Perspective to a Protagonist

Next Lesson: How to Give an Objectionable Perspective to a Protagonist

While it’s easier to write an objectionable perspective in an antagonist, it can be extremely effective to write an objectionable perspective in a protagonist. That will be the subject of the next lesson.

Writing Exercises - Jane Austen Writing Lessons

Exercise 1: Think of a modern perspective that you find objectionable. This could be something political, something social, or something you’ve read about in the news. Read several blog posts or articles from people who have this perspective. Then write a scene in which a character holds this perspective. Try to write them in a way that is fair to their motives and the reasons for their behavior.

Exercise 2: Who is your favorite villain or antagonist? Write a paragraph about the objectionable viewpoint or viewpoints that they hold, and how these are represented in the text.

Exercise 3: Analyze a draft that you have written. Do you have any characters with objectionable perspective? What is working well about the representation of this character and this perspective? How could this representation be improved? If you don’t have any objectionable perspectives, would it be useful to add one?

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