Inkabout L. Darby Gibbs

Science Fiction & Fantasy author

What I’m (th)Inkingabout

I was nominated for the Versatile Blogger Award

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This week I was nominated for the Versatile Blogger Award by Nic at Bookmark Reviews.  Since Nic is one of my favorite followers (and someone I follow as well), I am taking it as quite a complement.

According to the rules, I have a few things to include here. 

7 facts about myself:

  1. I read science fiction, especially novels written with character-driven plot lines
  2. Both my parents have passed away, and I miss them
  3. I am crazy about technology and am looking forward to the day I can have a flying car that will drive me where I want to go and a electronic maid to keep my house clean.
  4. I love to kayak and waterski
  5. I do not drink coffee, soda or alcohol (maybe a glass of wide once a year)
  6. I have a BA in English (writing and discourse emphases) and a Master’s in Teacher Education
  7. I used to live in Oregon and still wish I did

The blogs I am nominating for this award
Chompasaurus Reviews
Coffee Cups and Musings Moments
Guerrilla Warfare for Writers
Molly Greene Writer
Pretentious Title
The Art and Craft of Writing Creatively
Paperback Princess
Storytellers Unplugged
WritingRaw
Stories About Books
iAuthors.org
One Good Thing
Mythic Scribes

Spell-friendly dictionary

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Every writer, whether he or she is a writer of fiction or non-fiction, journalist or reviewer, must spell correctly.  As a teacher I am routinely asked by my students how to spell a word they want to use in their writing.  I always point at the dictionary.  I do understand the issue of getting a big book of words and sifting through it for the correct spelling and that they find this tedious, especially when they know I can spell the word for them much quicker.

This is why I thoroughly recommend every writer, from student to pseudo-professional to professional consider having a Webster’s Instant Word Guide or The Word Book III from Houghton Mifflin.  They do not contain definitions but are directed at spelling alone.  The majority of people who want to spell a word are not confused about its meaning.  So a speller’s word book, such as the two listed above, is ideal.  And they are small, roughly 4″ x 5 1/2″.

They are compact, to the point, easy to navigate, and they supply one crucial component: If there could be a chance of confusion with another word, both are supplied with an extremely short definition (usually one word) next to the confused alternative, so the writer can make an informed decision about which is the correct one to use and spell appropriately.

Just to add useful to convenient and the critical low “overwhelming” factor, both these books also offer conversion tables for weights and measures, spelling rules, punctuation and abbreviations sections.

I actually have both of these books.  One I keep at school on my desk and the other at home.  I introduce my new students to them every year.  And though it is never a majority, many of them do inform me at some point in the year that they have purchased one.

Last word on this:  spelling is crucial in any public writing forum.  This is a non-tedious, easy-to-use fix for the problem.  It is even quicker than an iPhone dictionary ap and does the one thing wordprocessing program dictionaries don’t do: provide you with the option of the “other word.”

Tuesday prompt: #28 2012

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 Point of view should make use of a number of characterization features.  So in this prompt, imagine a creature, intelligent or otherwise.  Write what this creature sees, but include characterization.

  • One way to supply character through point of view is to include how the creature feels about what he sees.  This does not mean that you should write that he is looking forward to eating that rabbit.  Describe the rabbit in terms of potential lunch: scrawny; plump; practical ways to avoid getting too much of that soft, white fur in his mouth; and the smell of just dead meat.  
  • Also think of word choice; you may even make a few up that would seem appropriate to your creature.  His word for snack or lunch might be “the mid-day gnarle.”  
  • Other characterization would include what is important to him. A predator would not make note of the color of the sky unless it denotes a particular time of day or season or weather important to him.
  • Consider giving him a specific quality: speed, visual acuity or discernment (he might be able to see in infrared, for example), silent movement.  
  • Consider a flaw: he drools copious amounts or suffers from the shakes or an injured hip.

Write about a paragraph.  I look forward to seeing it, so post it in the comment box.

Setting up my writing for the next day

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Notes to write by

I am now working on my second book in the Students of Jump series, No-Time Like the Present.  Though I am editing, I have found that there is much yet to be developed in the story line, so I find myself in create mode far more often then clearing up errors.   My last edit first lost me 150 words than gained me another 400.

So I am leaving notes for the next day at the end of my day’s work.  Every writer has his or her own way of keeping the writing going.  For me, I try to follow a few simple practices.  I stop when I still have more to say, I leave a note in all caps reminding me where my characters are headed or what complication or connections need to be made in the next set of writing, and frequently, I’ll leave a piece of dialogue that I think will help get my muse back on track.  Here’s what I left yesterday for example.

    “Misty, have pity on an old time traveler.”  He turned over on his stomach, visibly comforted by the change in position.
    “Old, you haven’t even been born yet.”
    He crushed a pillow and shoved it under his head.  “Sure feels like I have.”
    Misty grabbed a hand that gripped the pillow beneath his head.  “Let’s go; we’ll just walk about town.”  Pulling Quixote off the couch, she coaxed him out the door. 

NOTE THINGS ABOUT THE WALK DOWN, MEET A COUPLE OF NEIGHBORS.  WAVE TO A TRUCK AS THEY STEP ONTO MAIN STREET.  HERE AGAIN QUI HESITATES. HE DOES NOT FEEL PREPARED – MISTY FEELS HE IS QUITE KNOWLEDGEABLE ABOUT THE TIME, BUT THAT IS NOT WHAT HE MEANS.  HE IS NOT PREPARED TO PROTECT MISTY OR IF THERE IS NOTHING TO PROTECT HER FROM THAN MAKE THE RIGHT DECISION CONCERNING HER.  HERE MISTY GETS ANGRY.  SHE NEEDS TO KNOW WHY BRENT LEFT AND DID NOT COME BACK.  QUI HAS NO ANSWER.  SHE STARTS TO HEAD DOWN MAIN STREET AND QUI CALLS HER BACK.  ARGUMENT: QUI SAYS “HE IS MY BEST FRIEND.”  MISTY STATES HE WAS HER UNCLE’S BEST FRIEND ALSO.  THIS SENDS HER INTO AN ANGRY RANT ABOUT HOW BROKEN HEARTED MICK WAS WHEN BRENT DID NOT COME BACK.  (SET UP FOR LATER DECISION TO CONFRONT BRENT.)

Basically, I tell myself in my notes and show it in my book.   Of course, I never follow it precisely.  I always tend to deviate as the story and characters will change the course of my plans though they always ultimately get to the goal. So what do you do to ready yourself for the next day’s writing?

Tuesday prompt: #27 2012

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write behind the door

Sit somewhere unusual, i.e., under a table, behind a chair, in the part of your yard no one ever goes.  Get comfortable and make sure you have something to write on: paper, iPad, laptop, paper napkin, and something to write with, pencil, pen, fingers.  Close your eyes, clear your mind, then write whatever slips in.

How to build a classroom writing community

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Day 1: but this pattern holds true for the days to follow
  • Tell them to look around at the other writers in the room (For some, this is a frightening experience, for others confirmation.)  Recognize them immediately as writers.  If you have returning students, ask them to explain the difference between this class and an English class.  Their words will be more convincing then yours.  Your actions will support what they say.
  • Provide a prompt to write to and give instructions: write about anything that comes to mind.  Give them a set amount of time, about 7 minutes.
  • Each student shares by reading his/her response to the prompt.  Encourage returning students to go first.  (I follow a seniority pattern.  By setting this now, it won’t be a surprise in a workshop [see post for June 16, 2012], and it shows the new students what behavior is expected [and accepted: writers are quirky]). Some students refuse to share; explain that you allow this occasionally, but they must at least tell what they wrote about or what they hoped to write about.  Encourage them to share the next time.
  • Each student’s work must be acknowledged.  Point out a strong image, what you think the idea might develop into, or summarize it.  Don’t forget to smile.
  •  Diversity is already present, but it is important to point it out.  New
    writers in a creative writing class will often try to emulate (or think they should) the more
    polished writers which results in the sacrifice of their own individual
    voices. So point out the diversity and how it is a bonus for the class
    to have so many different styles present.  Encourage them to help each
    other develop this diversity.
  • Begin your lesson for the day.  All writing should be shared and encouraged. No lesson should lack an opportunity to write.  Some should just be shared and left in the journal.  Some writing should be turned in and graded for effort to fulfill the task.  Grading should be gentle: attempt is much more important than result. (Final work, I grade mercilessly, but practice is a different animal.)

By having a pattern of daily writing and sharing, your class will become a community.  Be a positive role model: be specific, encouraging and excited about what they are doing.