[identity profile] mbarker.livejournal.com
Original Posting 1 Feb 2012

I've been thinking about that question you raised, Gene, about just how good, final -- perfect? -- Something needs to be before submitting it.

It's a problem that comes up in many areas. In the classes that I teach, I often run into students who think I'm only interested in "the right answer." Since many of the questions I ask have many right answers, or sometimes none, they often struggle. It's hard for them to realize that only in taking a look at some possible answers, and why we might choose them, are we likely to find our answer today.

Anyway, in this case, let's look at a couple of situations. One is just the ordinary process of writing. You get an idea, you put some words around it, you revise that -- this is mostly individual work. At some point, though, you probably want some feedback to find out how it works, what people notice about it, and what they don't notice. Next, you probably want to revise it a bit, and eventually, maybe you push it out to one or more of the publishing channels (self-publishing, traditional publishing, something else?)

In this case, you probably submit it here on WRITERS in an earlier version. It could be very early -- at the idea or rough draft stage, or maybe just the scene -- if you're looking for some early advice or help. Of course, none of us is going to write it for you, but maybe you want to ask if we've seen anything like this idea you had about making Abe Lincoln be a secret vampire hunter or something? (Oddly, I have recently heard about this little genre that apparently is growing, taking various historic entities, mixing historic fact and a healthy dose of fiction to create... George Washington, vampire slayer? Stuff like that.)

Okay. However, it's more likely, you've worked on it to a point where you feel pretty good about it -- it's ready for a workshop review, comments and critique -- so you submit it here so that we can do that. You're looking for feedback, a critique, to help put the final polish on it.

Or maybe you have polished it as far as you can, and you just want someone to take another look at it? That's another good point to submit it here.

So I guess there's three different stages where asking for feedback from the group seems to make sense. Early in the process, just to kick the idea around, or to ask for suggestions about how to avoid that "looking in the mirror" scene, or to ask whether something you're trying works. Later in the process, to get that helpful second opinion, to see what it looks like in someone else's eyes. Towards the end of the process, to get a double check.

The other situation that I wanted to look at was something like 6 x 6, where we're trying to push out a story each week. The point of the exercise really is that it helps loosen up that drive for perfection that most of us fall into from time to time. Because come -- Saturday, right? -- We need to send that story out, whether it's gotten that very last polish or not. And then turn around and start the next one. So we don't have a lot of time to think it over, one more time, maybe change a little bit here, what about... Just shove it out.

One of the real benefits that I see is that often we are our own harshest critics. That story that we're shaking our head over may get a hearty greeting if you just send it out! At the very least, you'll find out which parts people really notice.

Now I do think, especially if we're sending something to the traditional publishers, but even for self-publishing, it's worthwhile to get it in good shape. But even there, we need to be careful to avoid perfection paralysis, where we never send anything out because we're polishing it just one more time. Here again, the 6 x 6 exercise seems like a useful way to combat that tendency, because we're likely to learn that it doesn't really need to be perfect.

Anyway, how good does it need to be to submit it here on the list? Well, I really think that's up to you. Especially for 6 x 6, I wouldn't fret too much. We all know the time is short, and here comes Saturday again! 6 x 6 should be fun, not deadly.

I guess the other thing I keep trying to explain is my notion that we learn from mistakes. The WRITERS list needs to be a safe place to make mistakes. That's what a writing group is really all about, is being able to share our mistakes and learn from them. Of course, this means that posting something with some errors in it is almost better than posting it too smooth. Not that we need to introduce errors, particularly, but that trying to get every single one out is just too hard. In fact, what one person sees as an error may not seem to be an error to others, and we can learn from that, too.

Another benefit that I see to 6 x 6 is that we're likely to maybe try out some smaller ideas, just because we know we've got to get a story out this week. So instead of the blockbuster wonderful idea, maybe we just write something a little bit simpler. I know I get wrapped up in trying to make a great story, and I just need to relax and tell some small stories. Because we are pushing out ideas quickly, it's a little bit easier to try some of the other ideas. And sometimes those turn out pretty well.

Anyway, the short version is, especially for 6 x 6, post it! Submit it even if it's not finished, even if everything hasn't been completely polished, and then go on to the next idea. I think part of the exercise is the pacing, developing an idea fairly quickly, putting it together, then sending it out and letting go of it. Because it's time for the next weekly story.

I hope some of this makes it easier. Sorry this is so long, I'm not sure I have time to tighten it up -- I've got to write a story!
[identity profile] mbarker.livejournal.com
Original posting 31 Dec 2009

Writers Digest, February 2009, pages 55-56, had an article by Steve Almond with the title, "The Great Plot Test." I'm still not sure whether great modifies plot or test, but I think he means a way to test for great plots, although it might be a great test for plots, too. You decide...

Steve start out by telling us that "one of the many annoying things I do to students at workshops is to force them to provide written critiques about one another's work." One reason to do this is that most of us can see the problems in somebody else's work easier than in our own. Another reason is that becoming a better writer requires developing the ability to critique -- eventually, your own work.

Next, he points out that he asks them to start their critiques by stating what the story is about in a single sentence. He says most of the students start out trying to list all the events -- and that's not what he's looking for. Instead...well... "pretend you're on a bus and the person sitting next to you asks what you're reading and you say a short story, and they ask what it's about." That's the sentence we're looking for.

Now, admittedly, this means we're going to leave out a bunch of stuff. But stories and novels need to have a concrete core -- usually an intense desire or fear. Steve defines plot as "the mechanism by which your protagonist is pushed up against his or her core desires and fears." Sure, there's more to writing than just that, but "every successful novel and story features a main character driven by some clearly defined desire, whether romantic, emotional or practical."

So when we write, and when we critique, we need to clearly identify pay attention to that core -- which is the one sentence summary.

Steve points out that students often have stories that never really reveal the protagonist's passion. Simple alienation and frustration just isn't all that interesting. Now revealing the thwarted desire underneath that ... ah, you might have a story there!

Similarly, many student stories suffer from plot drift. If you're not sure who the central character is, or what he or she wants, then you get a mishmash of bits and pieces. And as the plot drifts, the summary sentence bloats. And readers wonder where things are going.

Third, even when you pick a single plot, sometimes it just isn't pushed enough. Once you set up the conflict, push it. Make sure that the stakes are high, and that the hero or heroine really agonizes over the decision -- and then remorselessly play out the hand. Once you have your hero and their desire, force them to face all their feelings, and the results.

And we have exercises! Yeah, Steve!
  1. Read over a copy of your latest short story or novel. And, of course, boil the plot down to a one-sentence summary. What's the core of your story?
  2. Then check -- are there elements of the story that don't contribute to that plot? Try cutting them. Did you lose anything essential? (Tink's note: save them for later. At least, I feel better putting those clippings in a file for later, even if I do kind of lose track of all the clippings mouldering in files)
  3. If you can't summarize the story in a single sentence, consider: Did you establish the protagonist and his desires clearly enough? Is there more than one plot? Which one is the most compelling?
  4. Take a look at your favorite short story or novel and think about how events are structured. Is it fair to say that the events are engineered to push the protagonist against his deepest desires and fears?
Tink's ramblings...

So, the great plot test is to see if there is a one-sentence summary that really boils the story down to its core. And if there isn't, to develop one, and pare things down to that core.

Write!
[identity profile] mbarker.livejournal.com
Original Posting 2 Dec 2009

Writers Digest, February 2008, pages 40, 44, and 45, article by Marie Lamba with the title, "Plotting a Novel Group." Lamba discusses a writing group aimed at novelists. Some of the points include:

1. The characters. Group size limited to six or seven members, to allow participants plenty of time to read and comment. Restricted to serious novelists. In their case, they did not restrict the type of novel to a particular genre. They use submissions, and trial memberships to check out possible new members. Also, members are given written rules about attendance, critiquing, and contributions.

2. Structure. Because novelists need to make longer submissions, which require more time to read and discuss, this group meets once a month for 2 1/2 hours, to cover two writers. One hour for one manuscript, half-hour open discussion, and one hour for the other manuscript. Submissions are 50 to 100 pages long, handed out at the previous meeting. The schedule is set four to five months ahead.

3. Good dialogue. To keep the critiques focused, they use a critique guideline. It includes points such as:

-- Subplots: do we care? Do they intertwine with and enhance the main plot?
-- Is there an image system in the piece? Does it develop?
-- Is there foreshadowing? Does it hold the reader captive until the denouement?
-- Is there continuity throughout the chapters? Does it feel all of a piece?
-- Climax: where is it? What's the arc of the story?
-- Was the reader promised something? Was it delivered?

When a novel has gone through much of the critiquing process, they do allow submission of an entire manuscript for review. When they do this, the entire next meeting is dedicated to that novel

4. Points of view. The key here is that the group supports all the members.

Like most things in life, you can try to do it all by yourself. But writing a novel is a little bit easier with some friends. So think about forming a novel group.
[identity profile] mbarker.livejournal.com
Original posting 13 May 2009

Writers' Digest, October 2004, pages 26 to 33, has a collection of short "nuggets of wisdom" related to getting published. Maria Schneider is the author of the compilation. Take a deep breath, and here we go:
"Learn to accept feedback -- not because you should always do what others suggest, but because you learn to be less defensive and neurotic about what you're trying to accomplish." Elizabeth Maguire
Comments, critique, feedback -- getting the dialogue going and listening, paying attention to what the other person is saying both explicitly and implicitly. It's hard. It can be scary, and too often there is a tendency to see that comment as some sort of an attack. Learning to be thankful for any response, and to look beyond the initial reaction of protection... assume that what the other person is saying is their honest opinion. Try to understand it, to think why they would have said that. And remember that your work, once it's out there in public to look at, is not you. Pull back on the ego involvement, and admit that sure enough, there are misspellings, there's a section missing, some parts aren't as clear as they seemed when you were writing them -- it can be amazing what we miss until someone else points it out.

It's a gift. Someone took the time to read it, and to try to tell you how they reacted, what they saw. You don't have to agree with them, but thank them for that gift of time and effort. Learn what you can from it, consider what if anything you want to do with that piece, and take a deep breath.

Then write some more!

(Hum? That's ten of these little missives? I wonder if... do you suppose anyone is reading them?)
[identity profile] mbarker.livejournal.com
Original posting 17 Oct 1993

>>> Item number 19203 from WRITERS LOG9310C --- (62 records) ----- <<<
Date: Sun, 17 Oct 1993 18:00:04 JST
Reply-To: WRITERS <WRITERS@NDSUVM1.BITNET>
Sender: WRITERS <WRITERS@NDSUVM1.BITNET>
From: Mike Barker <barker@AEGIS.OR.JP>
Subject: METACRIT: It's been done before

[meta-comment on critiques - is this TECH?]

"It's been done before. See xxx, yyy, zzz,..." seems to be a popular critique, and there is a certain justice in it. After all, it is somewhat embarrassing when an editor says "Shakespeare did this, and his version is more readable than yours."

(it is even worse when someone says "they did that on Gilligan's Island, and they stole it from the Three Stooges." And the real pits are when someone says "Didn't I see that on When The World Turns..." Luckily, most editors won't admit that they know these versions:-)

However, I am unconvinced. Kuhn, over in the scientific paradigm land, points out that many important discoveries come about when new people, somewhat unaware of the prevailing "wisdom", take a fresh look at exactly those old points that "everybody knows" don't go anywhere. It is embarrassingly evident in literature that the lists of "cliches" are often close matches to current bestsellers and prize-winning new author's works.

So why does one re-telling get booed while another gets printed?

I think part of the difference lies in types of stories. Those stories which primarily depend on a single twist or some similar trick are likely to fail if they have been done before in a similar way - try to rewrite an O'Henry short story, for example, and you are likely to end up with something pretty stale.

But, if you work at characterization, setting, and the rest of the details, if your story has that elusive quality of "depth" to it, then it is more likely to stand up even if it echoes an older story.

If you happen to know it is like other stories, then spend the time to work out a new slant, a new approach, a new solution or some other variation if possible - or at least make sure your story digs deeper and shows some other details than those other stories. But don't get hung up on avoiding all possible echoes of previous stories, or in trying to read all the libraries of the world to avoid ever redoing some theme.

Just make sure your story is the best one you can write. Make sure it is really your story, told as only you can tell it.

Then (when someone points out the other well-known writers' versions) laugh and admit that those other storytellers were pretty smart, figuring out what you were going to write before you wrote it. You can also borrow the old line about "great minds work in similar ruts" if you like.

So what if it's been done before - birth, death, love, even lunch has been done before, but it's still worth doing again now and then...

(If you believe in reincarnation, then all of it really has been done before... again and again and again. Take one eight-fold path and call me in the next life:-)
[identity profile] mbarker.livejournal.com
Let's see. Writers Digest June 2004 has a page and a half selection from someone's submission, along with a critique by G. Miki Hayden on pages 54-55. We won't bother with the submission, but the critique is kind of interesting.
"The main contribution the first few pages of any novel must make is to hook the reader. So often, as writers, we focus on developing our characters were being splashy, when, really, at this point, we have to ask ourselves what effect our writing will have on our audience. Have we provoked a question that needs to be answered?"
The heading on this first section is called "Set out the Bait." That's the critical question. "Readers must have a strong need to know what happens next." You need to entice, reach out and grab the reader, make them want to keep reading. Being smooth, clever, interesting dialogue, nice description and so forth is good, but somewhere you need to set that hook, to get the reader involved.

Hayden's second point concerns using flashbacks in the early story. Hayden says, "Flashbacks can have a kind of dead or irrelevant quality about them. They aren't immediate and don't incite a reader's emotion in the way a current (past tense, of course) scene will do. ? Any backstory injected for development early on mustn't stop the forward motion dead in its tracks."

Hayden suggests that the regurgitation of past incidents may come from authors trying to show too much. Sometimes motivation, explanations for action or emotions, and similar background really doesn't need to be shown to the reader in detail. Don't get lost on the side trips, at least until the reader knows where the main action is going.

Third point concerned the setting. This particular story was in a small city, Midwest setting. Unfortunately, it could've been any small town or city anywhere in the world. While Hayden doesn't recommend encyclopedic descriptions, there need to be some details that help us realize that this is a unique town and unique characters. Instead of looking down the street and seeing people, policeman, firemen, the character needs to look down the street and see Helen Winters wearing a flowered hat even in the middle of winter. Or something else that gives us the essence of this town, this city, and the people who live there. Not anytown, but yourtown!

Since this story was a mystery, the other pieces of information that need to be there are the clues, the trappings of the genre that let the fans know you are going to play square with them. So there are two kinds of information that should be there. Information that the readers need, and information that the readers of the genre expect. Make sure there are enough bits to give the readers the setting and characters and genre, and no more!

Finally, Hayden talks about how to rewrite the beginning. The first question is whether we've picked the best point of departure. Think about the alternatives, think about whether starting a little earlier or later would work better. Do we have reasons to be interested in the characters, and to keep reading? Hayden suggests that one of the best tools for rewriting is a sharp scalpel, and that we excise anything that doesn't contribute to the story.
"While details helped to build pictures in the reader's mind and make the characters and story real and concrete, painting in a sentence or two with key elements can be worth more than several paragraphs that detract or distract from the actual plot line. The balance here may be a fine one, but such an equilibrium between blabbing too much and establishing a foundation is worth seeking."
So there you have it. From the titles of the sections: set out the bait; don't stop the progression; give them the info; and how to rewrite. Four suggestions about points to look at when you're working on the beginning of your story. Make sure you get the reader interested, avoid distractions, put in the details that need to be there, and don't be afraid to rewrite.

Write!
tink
[identity profile] mbarker.livejournal.com
Kind of interesting. Over on Baen's Bar there's been some discussion about the right purpose for a writer's workshop. Apparently there are some bloggers who are arguing that you should never use a writer's workshop to fix your current work. They base this in part on  Heinlein's old advice:
1. You must write.
2. You must finish what you write.
3. You must refrain from rewriting, except to editorial order.
4. You must put the work on the market.
5. You must keep the work on the market until it is sold.
As I understand it, the suggestion is that you should always be working on new pieces. Keep crunching them out and send them. Part of the reason for this is to avoid losing your voice.

Somewhere in the fray, I suggested, "If you're using the workshop to avoid completing the cycle -- write, finish, submit, and keep submitting -- then the workshop is probably a bad idea. If you're using the workshop as a step in finishing -- it's a lot easier to see what's wrong when other people point it out."

BTW: Here's the link to Robert Sawyer commenting on this http://www.sfwriter.com/ow05.htm
and Dean Wesley Smith commentary: http://deanwesleysmith.com/index.php/2008/09/06/heinleins-rules-revisted/

What do you think? Do you use workshops and critiques? What for? What do you get out of the responses, and what do you do with them?
[identity profile] mbarker.livejournal.com
original posting: Mon, 7 Mar 1994 15:48:59 JST

bon - just to prove I'm not completely braindead...

- Agreed -- so the solution is to teach people to write more concisely,
- and to edit their own writing more carefully.

Agreed. Concise writing and careful self-editing are critical.

(pun intentional)
[identity profile] mbarker.livejournal.com
original posting: Wed, 28 Feb 2001 21:24:00 -0500

From Writing As a Lifelong Skill by Sanford Kaye

"1.  Write out what you really want to know from your readers.

2.  Write out what you do not need to hear from others about your writing.

...

Example

Feedback: What We Want
    - honest comments
    - what errors have I made?
    - how can I improve this piece of writing?
    - what strong points do you see in my writing?
    - what caught your attention?
    - what did you like?
    - did you get my point?
    - where did you lose interest?

Feedback: What We Don't Need
    - comments in red ink
    - "Not a good writer." [tink -- or that famous one, "No Good Writer would..."]
    - "Good paper"-- and nothing else
    - "This paper stinks" -- and no explanation.
    - "Vague" -- and no examples.
    - "who cares?"
    - "You're wrong to think that..."

taken from page 58

It is an interesting exercise.  What do we want when we ask for feedback?  What do we not want?

You might also want to consider how you can promote the kind of feedback you want, and what you are going to do when you get the kind of feedback you don't want (I don't know if there is a good way to avoid getting the wrong kind of feedback, but how you respond may decide whether you get more, how you feel about getting it, and so forth).

Suppose you could ask your readers for just the right scratch to calm your itch.  What would you ask for?  And where would you warn them away from?

(ah, that soothing balm of well-applied scratching!  Relief is just... a friendly set of fingernails away?)

write?
[identity profile] mbarker.livejournal.com
Original posting: Wed, 1 Feb 1995 11:35:16 EST

(sigh...I have pieces I set aside to critique from december, I have work that is taking up more and more time, and I really, really hate this little topic that comes up...I feel so guilty, like I should drop everything and do many, many crits overnight...aha! I just need some help from the undead!)

Okay. Given that we have a) large number of people who submit and b) some people who crit and c) no way to match up the critiquers and the submitters plus d) some folks who hesitate to crit...

I'd like to call for a volunteer (yes, YOU! step right up, step right up...)

said volunteer (hereafter called the critmeister!) will do the following...

1. solicit other volunteers from the list who would like to do critiques (may also get info about which kind of stuff they would like to critique, how often, etc.) -- call these the vampires...

2. provide these suck..er, volunteers, that is, with checklists, helpful hints, or anything like that to make it easy to crit.

3. when a submission is sent to the list, the critmeister will take someone from the list of vampires and ask them to attac..critique the work.

4. if desired, a vampire can ask the critmeister, fellow vamps, or even the list to critique the critique. Critiques are writing too, where you are trying to reach a very specific audience with a particular message. The audience of the critique can tell you rather quickly how good your writing is.

What does this do for the submitters?

They are more likely to get at least one crit (from a vampire assigned to them...)

What does this do for the vampires?

They are allowed...even encouraged!...to concentrate on the piece the meister assigns to them. They know that other vampires will take care of other pieces, but this is their bloo...mea..piece to critique.

What does this do for the critmeister?

They will sleep well, knowing that truth, justice, and better critiquing through meister organization have come to the list...

*sniff! makes a body feel proud, don't it?*

so, come on, come on, will the critmeister step forward and take a coffin? bring your own dirt?

(get your garlic, crucifi, and silver weapons here! cheap at twice the price? okay, I'll raise my prices!)

with only a touch of jest...
[identity profile] mbarker.livejournal.com
original posting: Tue, 25 Jan 1994 03:30:03 JST

what a deal I got for you! see

http://community.livejournal.com/writercises/57654.html

for a copy of my ponderous text called FAQ: CRIT guidelines (DRAFT!) - critique guidelines

if'n you ain't got time to peruse that, listen up to the folks that have made suggestions - they all make sense to me.

mostly - read the piece. if'n you had writ it, what kind of comments would help you make it better? scribble those down, and pass them along. sure, maybe the author knows you can't walk an artichoke on a leash in Denver, but maybe they just goofed - and they'll be so happy to have someone point out that it takes a choke chain, they will just expectorate with joy. commas, how to use that shift key, where the quotes are - there's a lot of little stuff, and we all need all the eyeballs we can get pointing it out.

you can also suggest how you would have done something. this is something I do a lot of, for two reasons. one - it gives the author a suggestion as to a little different way of handling it. two - it gives you a little exercise in handling something.

also, you is bringing your own little blank spots up against this piece of writing. it can be very nice to point out that we don't know what kind of flowers grow on southern fences, or that Joe just went from Alaska to Florida without any explanation of how, or that the bathroom was on the left before, but now it's on the right. the author knows what they is trying to say - you get to tell them which parts went whizzing by without explanation, details, and sense.

but, mostly, really, truly, honestly, on bended knees I'se asking you - give them crits a try. even when they hurt, they help, they really do help.

and if you'se worried about the bent nose gang breaking your knees for saying that kind of stuff about their brother, don't be. they only get paid if they leave the hands alone, so you can keep writing...

BTW - I often find that in critiquing some other person's piece, I learn something about my own blind spots. I mean, I read someone's piece, realize it's all talking heads without no scenery, and then I realize I do that in all my pieces, too... this may be something of a bene, or something of a downer, since you learn to critique yourself better by critiquing other people.

(I said I wasn't going to say much, and then I rambles on and on - gotta see a sub about some crit to do now, okay? you all crit now?)

marlon brando, where are you?
[identity profile] mbarker.livejournal.com
original posting: Wed, 24 Nov 1993 11:06:11 JST

Hi, Lisa MacDougall

I'm having a problem posting critiques of people's work. I've done workshops,

me too!

I did the formal education degree type thing, and I took a class last year that changed the way I look at critiquing.

"the formal education degree type thing" - I love that phrasing!

When I was in university, the object of the game was to find out what was wrong with the piece, and then tell the writer how to fix it.

I'm pleasantly surprised - I've known a few who only got the "find out what was wrong" part. That tends to make a critic who thinks smashing people is the name of the game. Glad to hear you got the other part, too.

In my workshop, it was more a case of "this works, this doesn't, maybe if you try this?".

I tend to present alternatives... partly out of sheer frustration with people saying "this isn't good" and not giving me a clue as to how to fix it...

And the class that I took last year had a totally different approach, one that I found refreshing and non-threatening and wonderful. But I don't know how other people, especially people on here, will react to it. I don't want to come on as if I want to "change the rules." I just want to tell you what we did and see how you feel about it. Of course, I also want to make as many people as I can do things "my way." :)

sounds good! (what rules? I thought we were doing the anarchistic shuffle - related to the Resurrection Shuffle, but less rhythmic...:-)

In this class, we were taught that there is no 'right' way to write, and that no one has the right to assume what the writer meant when he wrote something. The purpose of a workshop, of critiques, is to help the writer improve. The way we were taught to do this is similar to bio-feedback.
Instead of picking on words and phrases, punctuation and spelling, we asked ourselves the following questions when faced with a work:
1. What did I hear?
2. What did I imagine?
3. How did it make me feel?
The object here is to let the writer know what effect his work had on the reader. Then it's up to the writer to decide whether or not to change anything.
Does this make any sense to any of you?

YES! I'd broaden it just a touch to "effectS", and I think working with the writer to suggest ways of tightening up those effects is a valuable exercise for both of us, but... let me jump back to the model of writing I tend to use. Writer has notion, captures part in words, and reader reconstructs from the words. Terribly hard for the writer to guess what the reader will construct, and terribly important. So what you are talking about is feeding that back to the writer, to let them know what the words did. On-target!

So, I have a hard time jumping in and saying "you should change this," "take out this line," or "find another word for this." I also have a hard time just saying "I like it!" because that's not very useful. I guess what I'm saying is that there's this really neat thing I've learned and I'd like to share it with you, and also that when I do critique anything, this is why I'm doing it the way I am.

So, essentially you try to sum up what "internal reality" the piece summons up for you? what sights, sounds, feelings, etc.?

Sounds helpful. Of course, I'm not much of a poet, but even in "straight fiction" this should be helpful.

Egads, I hope I'm not coming across the wrong way. Guess that's just a problem I have to get used to when using the computer. :)

drop back and punt - as far as I can tell, that's a problem every writer has to get used to no matter what medium they use. The computer just makes it easier to get your kicks... on route 66! (sorry, my haunted cd player picked that point to drop that in).

I think writing always has the problem of possibly "coming across the wrong way." But, as you suggest, feedback helps correct that. Sadly, normal print doesn't allow much feedback, and it certainly isn't timely. The computer allows faster and easier feedback.

What did I hear - you'd suggest that people provide critiques, especially of poetry, in terms of what effects it had on them - what did they hear, imagine, feel while reading.

What did I imagine - feedback loops, without much flame (it should be difficult to complain about someone saying they heard, imagined, or felt something)

How did it make me feel - excited! also warmed to see someone trying to help us learn a way to critique.

Thank you very much for the idea!

(um - would you like to summarize it for the faq? is it okay if I refer people to your writeup?)
[identity profile] mbarker.livejournal.com
original posting: Sat, 25 Jun 1994 18:35:02 JST

MZB (Marian Zimmer Bradley) mentioned in an interview "the earthquake test" as one of her ways of judging stories.

The earthquake test turns out to be simple. She merely stops at points during the story and asks herself - "If an earthquake happened right now and killed all of the characters, would I care?" If the answer is no, the story gets rejected.

It's an interesting test. I assume when she mentioned stopping, she meant at the "natural" breaks in the story - transitions, scene changes, etc. At those points, the reader can easily set the story aside unless the writer has made them care enough about the characters to want to find out what happens next.

You might want to test your own stories this way. At the transitions, ask if you have made at least one character really interesting and involving to your readers. Would you care if an earthquake happened right now and killed all of your characters?

If not - *sigh* revision time!
[identity profile] mbarker.livejournal.com
original posting: Fri, 18 Mar 1994 01:30:03 JST

(Billy Joel's Storm Front wailing on the cd - Mitsuko bought me a new cd! tink's ready to rock and roll... we never knew what friends we had until we came to Leningrad...I don't mind the games I'm playing... crit!)

My approach - I usually start by reading it straight through, as a reader. If there is a rough point or question, I note that, but this first pass, I'm reacting, pure and simple.

Pause - what was the message? did I understand what was happening? Was it interesting - or did I have to force myself to read?

Second pass - look at the technique. Is there a hook and question for the reader at the beginning? Is the real start of the story positioned well - or does the writer have to fill in too much background or spend too long wandering in background before finally getting to the story? Conflicts? Resolutions? Characters developed? and so forth...

double-check the senses, setting, physical movement, and so on, since these are weaknesses of my writing.

I usually read sections out loud at this point, especially to check wording and rhythm.

This is where some reading in "how to write", critical theory, and so forth can help - but it isn't really necessary. What is necessary is trying to think through why this wording, why this scene, why this part of the story affects you or doesn't quite hit.

Third pass - wherever I've got a question, comment, hitch, whatever, explain it. usually I put in some scribbled hints at how I would try to fix it - not necessarily finished rewriting, but some suggestions about how to fix what I saw there.

also note the good stuff - where dialogue really is used well, a nicely turned phrase, or anything that sparkles.

This step probably is the most important for exercising my abilities - honing up the problem makes sure I know how to fix it when I stumble over it in my own writing.
 
Fourth step - not really a pass - consider the work as a whole, and tag on any overall comments or suggestions.

Fifth step (for my own work, not for the list) - select from the suggestions and hints and rewrite the whole thing from beginning to end. Read it out loud. Double-check, revise, and polish that sucker until it shines... then set it aside and wait a while, and try to read it as a stranger would.

I've got several checklists and other "helps" for critiquing. Doubt if I'll get them all typed in real soon, but I'm sure other people have some they use, too.

Poetry - I use the same approach, except I depend far more on reading aloud, thumping out the rhythms (yes, I sit there and tap my fingers), letting my mind finger the word play and conceptual intricacies, trying to "grok" the whole (if you like that old-fashioned slang). I consider poetry as one variation of writing, not a completely separate field, and I expect to see the same kinds of things I see in any piece of writing in it. Compressed, distilled, perhaps even crystallized into forms that seem too rich for words, but not inherently different.

I mostly look at trying to get my mind around what I think the writer was trying to do, then looking at how well it worked, and suggesting where I can some alternatives to do that. Since I've been on both ends of the communication exchange (writer and reader), it isn't that hard to decide whether I "got the message", then look for what in the message did or didn't work, and let the writer know what I thought happened on my end of things. As a writer myself, I can often suggest some alternatives. Obviously, it's the author's job to pick and choose, to rework or not, to make the message a medium carrying their sparks and fire out to set the world alight... but sometimes I can point out a path or two for them to try.

I usually try to make sure the writer knows I'm talking about the work, not about them. Hell, they've already taken the big steps - they wrote it, they put it out in public - I'm just helping them polish the rough edges so that it really is sharper than the sword. I'm not interested in making them cut their own throat with it, just a vein.

(that's one slant on crit's. I wonder how far I contradicted my own faq on the darn things.)

[If anyone wants to read the faq on crits, please see

http://community.livejournal.com/writercises/57654.html

If someone wants to rewrite, expand, or otherwise make the faq fit our current understanding of this important workshop activity, I'm sure the author would be happy for the help. If someone wants to write another one - go for it!]

and now, I return you to the regularly scheduled irregularities...

hope some of you will feel free to join me in the sandbox. got to get those castles up!
[identity profile] mbarker.livejournal.com

FAQ: CRIT guidelines (February 1997)

CRITiquing, responding to the SUBmissions of others, is a vital part of this workshop. However, it is important to realize when you are writing a critique that it is not enough to simply be critical. In fact, the most important part of the critique is saying what worked well, not just pointing out problems.

CRITical nits

  1. Where do I send a Critique?
  2. Critiques may be returned by private email directly to the writer or be posted to [THE LIES]. Use the subject line from the original submission and change the SUB: to CRIT: to identify this as a critique. For example, the subject line might look like

    -Subject: CRIT: Scribed in Jello (Romantic Farce)

    Some reasons to use private email for crit:

    1. to avoid embarrassing the author
    2. to keep lengthy, individual comments or discussion offline
              Some reasons to use the list for crit:
    1. to allow others to comment, especially on questionable calls
    2. to provide mutual education to the entire list
    3. to encourage insights and debate

  1. What Should Be in a Critique?
    1. Answers to Specific Questions
    2. If the poster had specific questions, try to answer them if you can.

    3. Quick Responses
    4. These are fine. Say you liked it, disliked it, couldn't finish it, couldn't sleep after reading it.. whatever accurately reflects your impression of the piece.

    5. Would you buy it?
    6. A little bit more - when possible, you may want to note whether you would read it if you saw it in a magazine. Would you buy a magazine to finish the story if you started to read it at the news stand or bookstore?

    7. Points to fix
    8. Yet another slice of skin - Describe any points to fix, as clearly and accurately as possible. Some people can do this with a short comment, others do better with a line-by-line comment. e.g.

      > comment, others do better with a line-by-line comment

      comment at the end is the second time you've used the word, and isn't exactly correct. how about "format for commenting"?

    9. Line-by-line editing
    10. If you do this, indent the copy from the writer and mark it with "> " or "- " (many email programs and editors can do this automatically - see your manual). Add a blank line where you are going to comment, then insert your comments on a blank line between the copied parts (i.e. put a blank line before and after your comments to make it stand out from the copied material). REMOVE the extra copied material that isn't needed to understand your comments.

      If you have general comments, you can include those either before or after the line-by-line edited parts.

    11. Positive Points, Too!
    12. Whenever possible, point out positive points. Let the writer know when they have done something good!

    13. At least a clue about solving problems
    14. When pointing to problems, suggest alternatives and ways to correct the problem. This is where I think actually rewriting a section can be very helpful in making both the problem and the solution clear. I also find that having pointed out a problem and tried to work out a solution myself helps me to understand the problem better, which means I have gained from doing the critique. However, be aware that some writers do not want to see rewrites (this doesn't mean you can't do them for your own education - just don't send them to writers who object to your efforts.)

  2. Be wary of technical terms
  3. If you want to use technical terms, this is appropriate. However, be aware that the person you are critiquing may not have read the same books on writing that you have (Jardon's Comments on a Theory of Mathematical Solutions to Conflicts isn't everyone's favorite reading?). So if you use special terms (or even common terms in special ways), you may want to include either a brief explanation (preferred) or a reference (less helpful, but better than nothing). You may include both.

    You may also (when Jardon's forgotten tome is good enough) want to summarize and post a separate TECH: note explaining the terminology and system you know. Again, we are engaged in mutual education and development of creative potential. Your knowledge may be just the spark needed to help someone else - don't be afraid to let us know about it too...

  4. No personal attacks
  5. Personal attacks and similar behavior are NOT critiques. If you want to say something is poorly written, you must also suggest how it can be improved - and not simply accuse the writer of being a bonehead. Always critique the writing - don't assume the writer has a problem, they may have been deliberately using inner-city rhythms and wording no matter how difficult you find it to read...

    Some Related Pieces on Critiquing
    1. TECH: How do you critique?
    2. one method of critiquing
    3. TECH: An Editing Trick
    4. editing by reading aloud
    5. TECH: How to write wel, critique god, and revise bettor
and others coming soon . . .
[identity profile] mbarker.livejournal.com
original posting: Thu, 17 Mar 1994 11:49:26 JST

(where to start? how about...)

Several recent posts have mentioned not having the expertise to critique. I have a problem with that.

Specifically, unless you try, and probably fall and get sand in your face a few times, you can't get the expertise. So refusing to critique until you have the expertise to do it means you can't get the expertise to do it because you won't critique until you get the expertise which you can't get because you won't critique...

... Catch-22 time, Baron Von Folken!

(and here comes SNOOPY! now back up a little, and sketch the background quickly)

Recently, we've had the critical theory folks drumming up interest in those theoretical approaches currently in or out of vogue in the literary circles. We've had Greg (HI, GREG!) urging us to go beyond simple opinion and response into thoughtful analysis of what in the writing caused that response. And (before, during, and probably after), we've had Randy and others reminding us of the virtues of REVISION. Katwoman also asked how the heck any of us manage to write (well, she said it a bit nicer, but there was that thought).

Okay? Lots of threads, and I think they make a pretty tapestry, if you get the right angle on the whole setting. Let's see if we can thread the needle...

(next, let's try restating them as a process...)

Let's say, for the sake of argument, that I wanted to write something. Scratch my head, make a list of notions, and pick one. Then what?

I usually apply the dictum - "PLAN TO THROW THE FIRST ONE AWAY!"

What does this do? Takes almost all the pressure off - I'm not writing the paper/piece I'm going to turn in, I'm just writing a piece to toss. I can play, I can take digs at the professor's stupid socks, I can do most anything. If I get stuck because it's a rotten idea or I can't figure out what to do with it, that's okay, this was just for practice anyway.

And now I've got some material. I can organize it, clean out the nasty remarks about how the professor spends his nights, and start to form the piece I'm going to turn in.

Even here, I apply a related dictum - "DO MORE THAN THE MINIMUM!"

If the piece needs three major points - write up six, then condense. If the piece needs 500 words - start by writing up a couple of thousand, then trim. And so on. Knowing that you are going to revise makes those "starting pains" a lot easier - this isn't the final version, this is just raw material for the sculpting. You have to start with a lot of mud to make one pot, so start mixing.

On a timed essay test - take a few moments to scribble on the back page of the blue book, then do the real essay. For that matter - I've gotten second blue books, crossed out pages, and so forth. Even tenured professors usually recognize that a "clean copy" without corrections is a ridiculous notion in those circumstances.

(okay, that's Katwoman's how to start stuff... more sometime, if I ever hit the ground again...so what do you do with all this spew?)

Now you have to cut, revise, and shape the finished work - the one that goes to the editors, professor, or other bored reader. How the heck do you revise?

Aha! You apply the muscles and methods you've learned and practiced through...

CRITIQUING! (whew - it did tie together!)

Most of us find it much easier to see the mote in our brother's eye. (ho-ho! biblical and SF references!) So it is a whole lot easier to learn how to do your revision by practicing on.. oh, say a SUB here on writers. As Roger has assured us a few times, that advice is likely to reflect nicely on our own stuff, but it is a lot easier to notice that tink never remembers to sketch a setting. Don't worry, when you get back to your own piece, you'll suddenly remember that biting remark and see you don't have any setting either...

Okay? Learning to revise and learning to critique are reflections of each other. One is chopping up your own stuff, and that beam in your eye makes it hard to see. The other is chopping up someone else's stuff - with a little thought and care, pointing out where the mote is, not just sympathizing with those itchy optics. Oddly, helping them with their little motes makes it easier to yank the beam out of your own way.

The best way to learn either one is practice. Don't procrastinate, don't wait for the theoretical foundations and superstructure to be set in concrete, get out there and take a swing at it.

We've got FAQs, tons of discussion, helpful folks around who can suggest ways to improve, and many subs just crying for your crit...

Incidentally, I think it makes sense for people to ask the list to critique their critiques. I've mentioned before that one of the best experiences in critiquing I've had was a workshop where the professor always critiqued the critiques, rather than our pieces - which had a massive trickle-down effect as our critiquing jumped in quality, pushing the writers into more and better revision.

I'm not going to get to it soon, but perhaps it would make sense to take a piece and "show" the critique process. Not so much the final product which is posted to the list, but the step-by-step "here's how I do it," "I noticed this, then realized that," and so forth. A "stream-of-consciousness" report of doing a critique? Anyone want to volunteer?

(Heyo, greg - if you have time, that would be a neat project. Might even make a reasonable paper or handout?)

[If anyone wants to read the faq on crits, please see

http://web.mit.edu/mbarker/www/faqs/critfaq.html

If someone wants to rewrite, expand, or otherwise make the faq fit our current understanding of this important workshop activity, I'm sure the author would be happy for the help. If someone wants to write another one - go for it!]

I'm also going to toss out another piece soon - while I was reading the discussion of critiquing, I tried to walk through the main steps I use again. Haven't had time to find the FAQ and check, but I think it's pretty close to what I said then, too...

(ever notice that expertise mostly means I've made all the mistakes I could, so now I know just how to dance when I stumble?)

tumbling into the abyss of words
[identity profile] mbarker.livejournal.com
Original Posting: Mon, 15 Mar 1993 17:05:02 JST
Craig: I've been skewered for "rewriting" in the past, but this is the way I think I can best critique. Sorry if you're offended. I like it when
several people have mentioned problems with rewriting.

Question - how do you critique? The technique I know best (it's the one I like to use when I have time) starts with a first read-through at normal speed, just to get a feel for the piece. Then I read through again, slowly, marking points where I have trouble with words, sequence, etc. Then (3rd pass), I start adding what I would do, the questions I have, the alternative wording I'd suggest, etc. Finally, I often have a few general comments or questions to drag up to the front, highlighting these major notes. I may go over it a time or two more, depending on whether I've noticed something specific to look for or caught myself missing something, but there are at least four main passes.

I've always thought providing alternatives (rewriting, in anyone's terms), was a crucial part of the critique, both explaining the problem and providing positive suggestions for how to improve it. Just saying something is not good - cripes, I hate that myself, and don't want that to be the last word. And even if I don't like something, if I can't figure out a better way, what good does it do to point it out?

This rewriting also gives me a good tryout of my own skills - how would I do this? Can I think of another way to work this? Etc.

Incidentally, this is why I rarely seem to get comments/critiques done - it takes me a long, long time to grumble through a piece. Apologies if I'm doing it wrong - I'm just too lazy to pass up the chance to sharpen my own skills by trying to do what I consider a good critique.

So - how do you critique?
[identity profile] mbarker.livejournal.com
original posting: Fri, 31 May 1996 22:01:33 EDT

Due to the fact that it was on sale, I'm going to spend a little time wandering through the pages of The St. Martin's Guide to Teaching Writing, Second Edition, by Robert Connors and Cheryl Glenn, ISBN 0-312-06787-9. Please give them the credit for the good ideas here, and I'll take the heat for the goofy stuff.

Skipping rapidly past the parts on getting ready for the first class, living through the first few days of teaching, and through most of the section on everyday activities (all good, but we must make haste)...

on page 59 (in Assigning Tasks to Groups), we find:

"The following list of questions compiled by Mary Beaven provides a general structure for student critiques:
  1. Identify the best section of the composition and describe what makes it effective.
  2. Identify a sentence, a group of sentences, or a paragraph that needs revision, and revise it as a group, writing the final version on the back of the paper.
  3. Identify one or two things the writer can do to improve his or her next piece of writing. Write these goals on the first page at the top.
  4. (After the first evaluation, the following question should come first.) What were the goals the writer was working on? Were they reached? If not, identify those passages that need improvement and as a group revise those sections, writing final versions on the back of the paper. If revisions are necessary, set up the same goals for the next paper and delete question."
So, in our terms, this week's exercise is a critique! Take one piece by someone (even your own work) and:
  1. Identify the best part of the piece and describe what makes it work.
  2. Identify one part of the piece that could be revised, and write out a possible revision to show what you think would be better.
  3. Identify one or two things the writer can try that you think might improve their next piece.
  4. Identify what you think the writer was trying to do with this piece (what were the author's goals?) Do you think they succeeded? If not, identify what needs to change to reach those goals and write out at least one alternative that shows how you think the piece could be improved.
[psst? Don't give up, after a couple more bits on critiquing, we'll get to Emig's cognitive research, Moffett's continua of subject and audience, social constructionism, and a whole sheaf of other pinpricks, including something about Kenneth Burke and the Pentad, tagmemic invention, and other incoherences. So stick around and watch this space for other grindings from the mill of the writers.]

Single Sentence Start?

"Why didn't you buy it?" he said, and pulled the line.

What line? What happens when someone pulls the line? And who is he talking to, what didn't they buy, let the little gray cells agitate and spin dry, hear them fry in the crackling grease of your terrible hot pan?

Write!

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