Inkabout L. Darby Gibbs

Science Fiction & Fantasy author

Editing

The 10 problems that will make me giveup reading a book

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Poorly written stories make for a blurry book, lacking color

Lately, due to my lighter teaching schedule, I have been reading a book a week, minimum. (Last year, a book every two months was my average.) Usually I will read a book to the end, waiting for it to redeem itself if it is less than engaging. “Maybe the writer needed more practice and the end will show improvement,” I tell myself.

Often even a book that starts off rough will, over time, gain its feet. The adage the act of writing improves writing and every writer gets better as they continue to produce often applies. But some problems will bother me so much that I will have to remind myself that redemption might yet flower if I keep reading. But I have given up on a few books.

These are the top ten which will, if enough appear, convince me to give up on a book.

  1. Unnecessary sex – though it isn’t presented this way, it will have the effect of a quickie with a prostitute. I can ignore it once. But if it repeats, I will probably drop reading the book.
  2. Unnecessary swearing – and even worse, if the swearing is the same word and everybody who swears in the book uses it and only that one word.  I recently read a really great book that had this one flaw. It was as if the characters kept saying “um” or “like” every few words. Made me cringe every time, but it did not make me stop reading because it was an excellent story and thankfully, the swearing was not a constant, just consistently repetitive and frequently unnecessary.
  3. Introductions that tell how bad things are now without providing any real imagery, characterization or depth of story. Sort of a “by the way, first you have to know this.” Now you can read my story.
  4. Too many characters with different color eyes and hair or stripes or accents, and that’s all I get to tell them apart. Everyone sounds the same.
  5. One woman and every guy wants her or vice versa. And I don’t even like the character, so how am I going to be convinced every Tom, Dick and Harry will?
  6. The story plods along, I realize I have been reading for half the book and nothing has happened, and I still don’t know the characters well enough to want to continue the journey with them.
  7. The characters are really tense, but there was nothing to make them tense. Everybody is grumping along or sparks are flying every time they touch, but nothing led up to it.
  8. Really poor punctuation and sentence structure. I can deal with an occasional missing word, an unnecessary fragment, etc. A good story is a good story. And many a time I and others will trip over our words while we tell about something interesting. We don’t lose our listeners and the writer won’t lose this reader for an occasional writing issue. The story is everything. But really bad grammar and punctuation skills can kill even the best story.
  9. I put the book down (voluntarily) to go have lunch or chat with a friend and I can’t remember what I was reading. That is a really bad sign. I am about twenty pages into a book right now and have put it down twice. Both times I had to think a bit about what was happening before I opened it up to read more. Nothing is happening yet that is keeping my interest which is funny as the White House has just blown up, people are fleeing and a crazy man is on the loose. No real tension. The main characters are just walking away from the burning building.
  10. Using known characters and relying on the reader’s knowledge of them to carry the characterization. That is not the way to create memorable characters the reader is going to care about.

#reading
#books

Keep universal symbols in mind when you write

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white rose = purity, plastic = fake

Every writer should keep aware of their use of the symbols (mythologies, metaphors, colors, etc.) that subconsciously attract, repel and inform readers.  For instance, let’s use the age old feature of color.  Red denotes passion, rage, anger, love, disease, destruction, corruption, etc.  So if you put a woman in white, you could be providing a contrast or a condition.

  • The woman is corrupted but presents herself as pure.
  • The woman is pure
  • the woman is potentially pure, but in danger of being corrupted
  • etc.

Let’s examine red when it is combined with white.  Hawthorne did this with great effect in “Young Goodman Brown.”  Brown’s young wife wore pink ribbons.  Did the ribbons represent her inexperience (youth) or was it the fact that she was a wife (therefore no longer pure) so her once white symbols have passion/love diffused into them?  Or has she lost purity and been corrupted by the devil, and the symptom of this corruption is the pink ribbons in her hair.  Were her ribbons white, could the reader then assume she is innocent?  But her ribbons are pink, so has she been corrupted?  The journey of Young Goodman Brown is based on his concern over her purity.

These features add depth to the work.  So the writer must examine their work for those universal symbols that our readers will catch consciously or subconsciously, thus providing greater depth of characterization and perhaps conflict of character.

Symbols to consider:

  • names
  • color
  • occupations (general:  cabinet maker, hero, prince, clock maker)
  • hats
  • objects
  • shapes of features (narrow set eyes denote criminals, large eyes innocence)

Here is a simple example.  One of my students named two of her characters John and Sheela.  The student chose the names because she felt they were common everyday names and would place her characters with the working class.  John was concerned that his wife was cheating on him.  I pointed out to my student that the name John when combined with Sheela created a symbolic factor that played well with her plot.  John a term used for men who solicit sex in exchange for money combined with Sheela a term with conflicting mythological meaning regarding corruption (either as protection from devils or symbolic of sexual fertility) would lead the reader to assume the wife was in fact cheating on him and perhaps he was just as flawed because he viewed her as a means of sexual satisfaction.  The student was shocked she had chosen names that would have this effect.  She changed the name of the woman immediately. 

I used the name Miranda for one of my characters because I liked the added connotation of knowledge and wisdom that went with the name.  Vivian, an overly attentive mother, for its closeness to vivacious, and Misty, Miranda’s daughter, because of both her internal conflict over her relationship with her father and his conflict about being a single father.

What symbols have you made use of in your work?  What symbols have you seen used by other writers in the works you have read?

Tuesday prompt: #8 2013

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Pick out a room in your house or apartment that you would love to remodel.  Imagine the changes you would make.  What different furniture would you prefer, paint scheme, layout, window type?  Think about every detail: baseboard, electrical switches, trim around the doors, what is in the vase of flowers, scent. 

capture the details

When you have the vision clear in your mind, start writing it down.  Be as clear as you can with what the room looks like now and then blast away at it, always maintaining a steady sense of the place.  If necessary, keep your vantage point from one place in the room, i.e., the entrance from the front hall or a corner where most of the room is viewable, even a glimpse of other rooms to add contrast.  Most importantly, don’t let your reader get lost in the room. 

This could take a bit of time and writing. When you have it all, go back through and remove everything that is unnecessary to maintaining the overall look. Keep trimming until you have it down to a page of overall change, with enough close detail to set the effect of the room as down to the tiniest point, and enough general description that the room is not centered on details.  Sort of like matching your earrings or cufflinks to the dress or suit you are wearing. No piece sets the tone alone, it all works together.

Writing workshop: taking the risk to grow as a writer

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A couple of weeks ago, my creative writing class held their monthly workshop.  I have ten students working on various writing forms: poetry, short story, prose essay and novel.  What I noticed is they did not seem to know what to tell each other.   Each one knew what he or she wanted from the others but did not have confidence that the others would want the same.  There were so many, “Hey, your story is just great.  I like all the comic moments.  You really made me laugh.”  No substance to the criticism.  No chance for growth.  And then big, bad teacher thing had to sit there and attack failing description, pages of telling without concrete, sensory imagery, dialogue that offered little characterization, weak construction and a complete disregard for punctuating dialogue and paragraphing.  These students know better.  So why the sudden regression?

This was the sixth workshop we had this year, and my students had gotten
over shyness and taking things personally.  But a new student joining
us from another school and choosing not to speak at all when poetry was
on the floor seemed to take a lot of the earned confidence away from
those who were gaining familiarity with the forms they felt less
comfortable with.

Turning the light on in workshop

Today we sat down and talked about what each writer wanted to know to improve the work submitted to the workshop.   There were some revealing moments.  There had been a real division between the poets and the prose writers, a strong belief that there was little they had in common.  But as they added to the list on the board that each wanted feedback on, so much turned out to be the same: imagery, purpose, viewpoint, consistency, tone, tense, timing, conventions.  Sure there were areas that had greater need:  my novelists needed to know that they were consistent with the details, and my poets’ main concerns were imagery and message.  But they still all needed this feedback to improve and most importantly wanted it.  By the end of our discussion there was a better sense of how not just to use the workshop to benefit oneself, but how to provide the best assistance to the other writers.

This one class discussion brought back the chance for growth in all of them and put a stop to the belief that there was any good reason to sit out when a less familiar form was needing feedback.  It is two weeks before our next workshop.  I will probably have a briefing the day before we start so they can recapture this new view of criticizing each genre and how they can assist their peers in growing as writers.

My internal critic knows no bounderies

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I have only been writing to publish for about a year and a half.  But in that time, I have noticed an interesting phenomenon:  My internal critic is after everybody.  In the past, when I was just thinking about writing but not really giving it much of my time, I could just sit back and enjoy reading a book. Sure some books disappointed me, but they were few and far between, and the writer really had to falter in some way.  But now that I am writing my books and putting them out there for others to read, it seems I have become a lot more alert to slipping plots, weak dialogue or dropped details that seemed important but never grew into anything.  I wonder if those same books would have been a fun reading experience if I wasn’t so often editing my own work and developing my internal critic to pick up my own slipping plots, weak dialogue, dropped details or undeveloped characters and scenes. 

Have I grown an eye that cannot discern between my own work and others?  It is an interesting dilemma because I don’t want to be less alert in my own work, yet I do want to enjoy what I read.  I imagine being an English teacher isn’t giving this attentive critic any rest either or training it to take a temporary vacation.  I am reviewing some form of writing pretty much daily.  My colleagues are known to come up to me and ask if I would look over their aunt’s autobiography that she has been working on for years. Truly, I say, “No, thank you.  I have more than enough on my plate to go through.”  And I am talking about student work and have not said a single word about my own efforts to publish.   I really haven’t put out any signs saying, “Feed my obsession for editing.”  Is this a common ailment of writers?  Am I doomed to examine the bones of every book I read?

It’s one thing when I am reading A Tale of Two Cities; that one demands a deep read, but I read books just as often for entertainment at the skin deep level. In fact, I know my books are not for x-ray examination, just a sit back and take a break from reality read is what I am going for.

Writers out there, have you run into this same issue?  Is there a cure that won’t wipe out that needed critic when my own work is before me?

Quick list of the books I have recommended on my blog

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I have posted about many of the books I consider useful.  So this post is sort of a gathering of those posts in one place.  Now you don’t have to search about for them.

Grammar and revision:
Eats, Shoots and Leaves

A Writer’s Reference
Spell Friendly Dictionaries

Creative inspiration:
A Writer’s Book of Days
Lu Chi’s Wen Fu
Lu Chi’s Wen Fu 2
The Worst Case Scenario 

Good books to read:
The Catcher in the Rye
Tale of Two Cities
You’ve Got to Read This