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One reason that new writers have their books rejected is because their writing style doesn't match the content: either the language is too sophisticated for such a simple storyline - or the story is too long or complicated for the target readership.
Admittedly, it's difficult to categorize books into specific age categories. Children are individuals, after all. Some advanced readers might not be very worldly-wise, and won't yet be ready for 'grittier' stories. Meanwhile, some of their peers may be ready for 'older' content but can't handle more sophisticated language.
But to give your story the best chance of publication, the content needs to match the writing style for that particular age category.
The publishing and bookselling industry tries to help buyers by dividing books into four main groups: picture books, young or early readers, middle grade readers (an American term) and young adult novels. As part of a new course I'm teaching in Writing for Children, I’ve started trying to identify qualities common to books in each age category. Boundaries will be blurred - but I'd love to know what you think of this chart. Am I right?
Picture books Age 0-5 | Early readers 5-7 | Middle grade 7-11 | YA fiction 12+ |
0 - 200 words 24,32 or 40 pages. | 500-1,500 | 10-20,000 | 50,000+ |
Full colour illustrations | Black and white line drawings every other page | Black and white line drawings every few pages. | No illustrations |
Domestic or fantasy settings | Usually domestic settings. | Domestic magic and high fantasy. Realistic settings with parental supervision unless there’s a good reason (fantasy) | The wider world. High fantasy. |
Larger font size, restricted vocabulary. Dialogue. | Large proportion of dialogue, more complex. | ||
Shorter sentences | More sophisticated sentences. | Lots of interior monologue, reflection, longer speeches. | |
Text works with illustrations. | Very short paragraphs. | Paragraphs a bit longer. | |
Nearly no description | Minimal description, but a few sparkling details true to a young reader’s perception of the world. | Detailed setting and character description. | Detailed setting and character description. |
Usually in third person | Usually in third person. Some character development possible. | Usually in third person. Rounded characters. Character development more obvious. | Often in first person, and present tense. It’s all about me. |
Anthropomorphism, inanimate objects made animate. Familiar roles, settings, objects. | A talking animal almost always points to an early reader. Children in comic or adventure situations, usually having a good time, nothing too awful happens. | Children in danger, frightening situations, facing fears and fighting good and evil. But the real world isn’t too real. | Can be very dark and realistic. Dystopian futures, tragedy, abuse, drugs, etc. Also comedy sex/romance. |
No sex or romance. | Romance is light and about friendships. Or subliminal. | Anything goes. | |
For the youngest bracket, not necessarily stories with problems solved, but simply an exploration of the world. | Often deal with smaller problems resolved in a shorter time frame. Stakes are lower. | Children with flaws, interactions with peers. Children save the day or resolve things themselves. Growing understanding of the world and their place in it. | Young adults dealing with finding their own way in the world, changing the world or making a name for themselves; asserting themselves; finding own values. |
Can be present tense. | Past tense, no leaping around in time or flashbacks. | Still rarely using flashbacks unless short recollections by a character. | Can play with chronology; transitions, flashbacks etc. |
Happy endings or comforting closure. | Happy endings. | Happy or at least hopeful endings. | Usually at least hopeful, but recently have been a few with bleak endings. |
Listen to RLF Fellows talk on the subject 'Why I Write'
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