My five-year-old son spent the morning trying to convince me it wasn’t him, but a group of five, seven, 100 ninjas who came into his room and threw Legos everywhere.
My son has an interesting problem, one faced by writers who want to conjure up magic: magical realism, or ‘real maravilloso’—when marvelous or magical events occur in a realistic narrative, locating magic in the ordinary. While it’s typically associated with contemporary Latin American writers (Gabriel Garcia Marquez, Carlos Fuentes, Octavio Paz, Clarice Lispector, Isabel Allende, to name a few), it has found its way in novels by writers from other continents—Salman Rushdie, Milan Kundera, Gunter Grass, Fay Weldon, and now Lucy Wood. Continue reading
In nearly every creative writing workshop I’ve taught, someone asks for more—more details, more specificity, more singularity. Rarely does anyone recommend vagueness or imprecision.
In story, you need both. Specificity brings your characters to life, moving them from cliché to a complex, idiosyncratic individual. Specific details also flesh out the narrative dream, helping the reader experience your fictive world.
But lack of specificity, giving only a partial glimpse, can create suspense and an opening for the reader to engage more fully in the story. By being imprecise, you spark a reader’s imagination, and the result is a richer, more engaging experience. James Baldwin uses lack of specificity to great effect in his stunning short story “Sonny’s Blues.” Continue reading
When I first read Virginia Woolf’s Mrs. Dalloway, I felt as if she’d scooped me up and placed me in her imagined world. On my second read, I was enveloped again, but this time, I was aware of the plethora of commas, semicolons, dashes and parentheses, and how effectively they not only knit her sentences together, but pinned me to the page, propelling me deeper into the character’s mind.
Punctuation. So easy to neglect, so necessary to create style. Some of our most famous writers have strong opinions about punctuation. Gertrude Stein said of the comma, it’s “a poor period that lets you stop and take a breath but if you want to take a breath you ought to know yourself that you want to take a breath.” José Saramago refuses to douse his prose with punctuation: “Punctuation is like traffic signs, too much of it distracted you from the road on which you traveled.” Continue reading
In a recent interview, George Saunders said, “Writing is about charm, about finding and accessing and honing one’s particular charms.” For me, humor has overwhelming, alluring charm. Anyone who can make me laugh instantly takes on a special, shimmering gold aura. As one student once wrote in my teacher evaluation, “I learned a lot, but she laughs a lot.”
Alas, usually I’m the audience, laughing at the joker, because the only person in the world who thinks I’m funny is my husband. (Though everyone thinks he’s funny). It’s a sad thing, since my work-in-progress novel is supposed to be a romantic comedy.
There’s a game I play with my five-year-old son. I give him the line “Once upon a time” and a handful of words—say, “donkey,” “cheetah,” and “rock.” In a flash, he launches in: “The donkey went over to the field and it was looking for something to eat and it found a cheetah sitting there and it was near a big rock, but it was eating and….” With an abundance of conjunctions, he hurtles into the story, sweeping us both up and carrying us along to the end.
In my early drafts of stories, when I’m writing without much self-awareness, my sentences are long, twisting and turning with subordinate clauses, phrases, conjunctions and parentheticals. But during revision, I begin to chop them up or cross them out, as if I don’t trust their power to hold the reader’s attention. As if I don’t trust myself. I have to go through another revision to put them back in and remember the pleasure that a long sentence offers, with its sounds and rhythms and suspense and tension. When I teach Style in Fiction, I ask students to bring to class a favorite sentence from a published work, a sentence they wished they’d written, and most—I’d say 95%—bring long sentences.
With my son’s fifth birthday a mere five months away, he is frantically putting together his wish list of presents. For days, I’ve heard, “Please, I want a LEGO Batmobile. Please, I really want a LEGO Batmobile. Mom, I really, really want a LEGO Batmobile,” like a refrain, or an uninspired Greek chorus.
It doesn’t take long for the voice of my sixth grade English teacher to kick in, ripe with certitude and rules: “No repetition. In the English language, we have an abundance of wonderful words. Let’s use them.” We were required to buy and bring to class a thesaurus, and every essay, every memoir, every argumentative piece had to overflow with new and unique words. This was how we earned an A. Continue reading