Quail Kabob ingredients. The recipe is by a nine-year-old. Instructions for the Quail Kabob. We all eat, and many of us like to cook. If you are 13 or under and like to cook, we’d like you to submit recipes to Stone Soup. We will publish the best of them in Stone Soup Online and, over time, when we have a enough really really good ones, we will publish a cookbook. The manuscript for Quail Kebobs at the top of this page was written by my daughter when she was nine. Here is the format we would like your recipe submission to be in: Recipe title. The Headnote. Maximum 250 words. Many cookbooks use a recipe format that includes what they call a “headnote.” The headnote is a little story. You can think of it as a short story. What you say there is really up to you, the recipe author. You can talk about how the dish is your favorite. You can tell about the first time you tasted it. Or smelled it. Or made it. Or, you can give some advice about the recipe. For example, if there is a tricky part, you can talk about it here. Whatever you say, you should think of the headnote as a little jewel. The list of ingredients. This is where you say what goes into a recipe, and usually, how much of it that is needed. But, there is leeway here. For example, if you are writing a recipe for fried chicken, you can say, butter or oil for frying. If making crepes you could say, add milk to make a thin batter. On the other hand, you can also give exact measurements for everything. Instructions. The instructions are step-by-step procedures that need to be followed to make the recipe work. One way to think about it as you write them is to imagine that you are talking to a friend. You are standing next to a friend in a kitchen, explaining to the friend what to do. If, in the list of ingredients, your recipe called for two eggs, then in the instructions you might say, “Break two eggs into a bowl and mix.” Depending on what you are making, you might say, “Break two eggs into a bow and mix until light and fluffy.” In other words, tell people what they need to do. Flour and milk mixed together can be lumpy. If the batter needs to be smooth, say, “Mix until there are no more lumps.” Before writing your recipe, look in cookbooks at your home or at the library to get an idea of how cookbook authors do it. Of course, also, look online. Great recipes are a literary form all their own. Because you are writing about things that are hard to describe — for example, taste and smell — it can be a real challenge for you, the writer, to come up with original prose. “This waffle tastes wonderful!” “This steak tastes wonderful!” “This bean-and-cheese taco tastes wonderful!” OK. Wonderful! But, how does that bean-and-cheese taco taste? What makes it so wonderful that I should bother making your recipe? Why your waffle, and not someone else’s? We will test recipes. So, your recipe needs to work. We are looking for originality, evocative writing, and for instructions with absolute clarity. Happy cooking, and good luck!
writing genres
Some Thoughts on Historical Fiction
We know from the letters we receive from prospective book reviewers that many of our readers enjoy historical fiction. That’s one reason we’re always on the lookout for good historical fiction to publish in Stone Soup. It’s fun to read stories set in the past. You might just find that it’s fun to try and write one. Where to begin? Perhaps you are studying the Civil War in school and you find it fascinating. Or perhaps you discovered a passion for the past on your own, by reading Laura Ingalls Wilder, seeing a Shakespeare play, or watching Downton Abbey on TV. Maybe you fed your passion with your own research, either online or in books from the library. If you are fascinated by a period in history, you can share your passion with others by writing a fictional story set in that time. While historical essays may be interesting to people who are already history buffs, historical fiction casts a wider net. A good story is a good story. With well-drawn characters facing common human problems, you can share your love of history with your readers and maybe even inspire some of them to learn more about the historical backdrop of your story. In Miss Kagawa’s Gift, the featured story from our January/February 2016 issue, 13-year-old author Megan Lowe uses a a real incident from 1928 as her starting point. In that year, Japan sent 58 “friendship dolls” to the United States to reciprocate for a similar gift from the U.S. to Japan the previous year. Relations between the two countries had been strained by the Immigration Act of 1924, which prohibited East Asians from immigrating to the United States. The gifts were intended to improve relations between them. You can read more about these events here. One of the dolls, Miss Kagawa, was placed in a museum in North Carolina. And that’s where our fictional story begins. Akemi, an orphan girl from Japan, has just been adopted by an American family. She’s having a hard time adjusting to her new life in North Carolina. Her adoptive father, Chris, works in the museum, and it’s his job to set up the display for Miss Kagawa. Along with the doll, the museum has received various accessories, including a miniature tea set. You may have mixed feeling when you read about what Chris did. He brought home one of Miss Kagawa’s teacups and gave it to his adopted daughter as a gift to help her feel more at home in her new country. On the one hand, of course, it is wrong to steal. On the other hand, this is a perfect gift for little Akemi, and maybe one little teacup won’t be missed. What do you think? The moral question aside, isn’t this an interesting setting for a story? Not only does the story make us think about family life, adoption, starting over—all of which can happen in any time and place, but it also sparks our curiosity about relations between Japan and the United States in the 1920s. When we research the incident further, we see that each doll’s costume was different, each one representing a different city or region in Japan. We might be inspired to look even further. How did the Immigration Act come about? Did the dolls really help to improve relations between the two countries, at least for a little while? Thirteen years after the gift of the friendship dolls, Japan bombed Pearl Harbor, and the U.S. declared war on Japan. World War II had begun. The more you learn, the more you will want to know. And that’s what I call a great piece of historical fiction. Without even realizing it, we are drawn into a different place and time. Our lives are made richer as we learn and understand more about the incidents that brought us to the world we live in today.
Not That Story Again!
I don’t know about you, but sometimes I get tired of reading the same old stories, with the same old archetypal characters and plots. The predictability of story lines is the reason I stopped reading Fantasy novels a couple of years ago. Oh, I’m sure I’ll return to my favorite authors, especially once that fifth book is released, for which I’ve been waiting three long years. But for now, they’ll stay on the shelf. Well I hate to admit it, but this boredom sometimes extends to my children’s work. If I have to read another variation of Steve’s (from Minecraft) conflicts with creepers and Ender dragons, I might have to ban all Minecraft games and paraphernalia from the house. Out of sight, out of mind, right? I won’t need to go to extremes, though, because I realized that there is more to creative writing than stories and poetry. To freshen the kids’ writing, I decided to switch gears every once in a while. My children love music, and they often belt out a popular tune, replacing the original lyrics with their own. It turns out that this is a fun writing activity. After they choose a song, we take one verse, usually the chorus, and make up new lyrics for them. The goal, since this is writing instruction, is to ensure the lyrics make sense and follow the rhythm of the music. We have been studying ancient civilizations, and no matter which culture we study, the kids have a particular interest in the daily lives of the children. History studies are a great time for them to pretend to be one of these children and write to an imaginary pen pal from the period. They are not only writing historical fiction but also synthesizing what they have learned in order to write the letter in a realistic way. In relation to letter writing, greeting cards are a fun way to practice creative writing. I provide the kids with a focus, such as birthday cards, and allow them to create blurbs geared toward different age groups and themes. For example, they might create a birthday card greeting for a 6 year old who likes Legos. The kids get practice writing for a particular audience and writing with a theme. I might even save some money by having them make up a set of Christmas or other holiday cards. I’m sure I’m not the only parent that has witnessed a few adventures played out around the house. Mine are partial to traipsing through the kitchen casting spells on one another, or on me if I get in the way, so I thought, “Why not let them write a script?” I’m sure to give them scene limitations, so I don’t end up with an epic, and when done, they act it out and revise it where necessary. By letting my kids explore different genres, it’s helped them avoid boredom with their writing and allowed them to discover other creative writing forms that excite them.
