William P. Brown explores the pedagogy of the wisdom literature. He argues that wisdom is dynamic as it is imparted between individuals, and that it finds its telos in human character development. This dynamic pedagogy is versatile. Sometimes (especially Proverbs 1–9), it manifests itself in rebuke, pronounced hierarchically in the matrix of patriarchal authority. Rebuke, though, can also be dialogic; in Proverbs, the wise also impart it amongst themselves. Both models of rebuke are evident in Job, where Job and his friends reciprocally rebuke each other, and God hierarchically rebukes Job. God’s rebuke, though, is not simply belittling, rather eliciting wonder through the pedagogy of the Master Poet. These texts also teach through testimony – Qohelet invokes his personal observations and investigations, and Wisdom herself testifies to her role in creation (Proverbs 8). Here, Wisdom comes alongside readers as a playing child, and welcomes them as a gracious host. Finally, proverbs have pedagogical power, revelling in comparison, paradox, irony, and metaphor.

Character and plot are inextricably intertwined: characters make plot. Methods of introducing character. Investigating the respective usefulness of ‘showing’ and ‘telling’. A well-drawn character accumulates in the reader’s mind rather than springing fully fledged from the first page. How ‘showing’ character aids the creative process. Individualising characters. A character wants something; motive drives action and action drives plot. The relationship between narrative voice and character. The problems of too many characters. Managing minor characters. Believable characters are not always consistent; characters are fluid and flawed. Over-planning characters can be dangerous, limiting their potential and removing their ability to evolve.

‘For our characters to approach the texture of ""real"" people the writer, as well as the reader, needs to be curious about them, and that is impossible if we have removed their capacity to surprise us.’