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78 Part II: Realising That Character Is Everything<br />

You sometimes see thoughts written out within speech marks as conventional<br />

dialogue, but with ‘he thought’ or ‘she felt’ instead of ‘he said’ or ‘she said’:<br />

‘Well,’ she thought to herself, ‘I wonder what I’ll be having for dinner. I bet<br />

Jack forgot to buy the chicken this morning, and I know there isn’t anything<br />

in the freezer. I’m really starving! Maybe I’d better pick something<br />

up on the way home.’<br />

This approach isn’t always successful, because it seems contrived and unconvincing.<br />

It gives the impression that people think in complete, well-formed<br />

sentences, and so doesn’t reflect the way they really think. It also tends to give<br />

the incorrect impression that the character is thinking aloud. The addition of<br />

the words ‘to herself’ also jars, because readers probably can’t imagine who<br />

else the character could possibly be thinking to apart from herself.<br />

Another technique is to use italics to reflect thoughts, but if you have long<br />

passages with a large number of thoughts this can look awkward on the page.<br />

For example, the passage would appear as follows:<br />

Well, she thought, I wonder what I’ll be having for dinner. I bet Jack forgot to<br />

buy the chicken this morning, and I know there isn’t anything in the freezer.<br />

I’m really starving! Maybe I’d better pick something up on the way home.<br />

The italics can draw attention to the character’s thoughts in an unhelpful way.<br />

You can express thoughts simply by dropping the speech marks and the italics<br />

and just passing on the thoughts in ordinary prose:<br />

Well, she thought, I wonder what I’ll be having for dinner. I bet Jack forgot<br />

to buy the chicken this morning, and I know there isn’t anything in the<br />

freezer. I’m really starving! Maybe I’d better pick something up on the<br />

way home.<br />

This technique draws less attention to itself, but make sure it doesn’t confuse<br />

the reader.<br />

Often writers convey thoughts in a way that’s more similar to reported<br />

speech (see Chapter 6 for more information on reported speech):<br />

She wondered what she would be having for dinner. She was sure that<br />

Jack would have forgotten to buy the chicken that morning, and she knew<br />

there wasn’t anything in the freezer. She was really starving. Maybe she’d<br />

better pick something up on the way home.

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