03 August 2010

The Naked Storyteller is Moving...

... to a new hosting site.

At my new location, you will be able to more easily track my posts based on pages, such as Home, About, The Pearl, Storytelling, and TWW.

If you  have linked to my blog here, please update your link before September 1, 2010.
  • Old link: http://lmdsplace.towritewell.com
  • New link: http://lmdonovan.wordpress.com/

See you over there! You're welcome to stop by, even during construction!

~ McKenna

25 June 2010

Update on the development of To Write Well

"Patience is a virtue" were the first four words of the new short story I wrote last weekend. Funny how themes for our stories emerge from our lives, because this morning I finally admitted that I am (and have been) at the "fume point" trying to get my website operational.  Right now, the site shows Version 1 of the new design—a design my instructors and I fell in love with. Warm, inviting, professional: what more could we ask?

Well, designing the secure classroom was the real challenge. We had two requirements: 1) rich in function, and 2) easy to use for the student. So often we hear the term "rich in function," but rarely do we know the complex programming it takes to make a site so rich in function. When we add the requirement of easy to use, we're asking the programmers to juggle many technical details at the same time.

The first production classroom did work well, but we weren't satisfied with the aesthetics. The first website trial proved my design was not as easy to navigate as we wanted for our students. Since our goal has always been to provide a platform that allowed the students to focus on the material, we moved on to Version 2, which is currently in development.

Despite the continual delays, we refused to let go of the ease-of-use requirement. For example, when the student enters the online classroom, it should be evident at a glance what has been posted since the last time the student logged on. In addition to the complex programming, Darkwater Studios has been determined to keep tight restraints on technical details, such as page loading times and multiple browser issues.

Today, I went through the development site, and I was excited to see the library taking shape. This resource will include References and Supplements (citing both online and hard copy sources), excerpts from masterful writing for the students to study, and Clippets O'Grammar, a quirky, resourceful grammarian who responds to our students' questions about grammar.

The most exciting thing in our library is the glossary, which ties into the rest of the classroom. If you're reading a lecture, and a term is unfamiliar, you can hover over the term and a brief definition will appear without having to leave the page.

Version 2 already promises to be a great classroom.  But it's progressing slowly.  If you are one of those who signed up for our second website trial, please be patient. We've not forgotten you, and we hope you've not forgotten us!

~ McKenna

01 March 2010

Crossing the Street -- Surprise!

Readers come to fiction for many reasons:
  • to "visit" with fascinating characters, or
  • to wend their way through complex plots, or
  • to indulge in gorgeous, flowing language, or
  • to escape their own reality and submerge in the one you have created.
And while no one novel can please every reader, there is one reason all readers read:
  • to be surprised!
When your characters do something unexpected, your readers sit up. They take notice. They turn pages.

So this blog post is about creating surprises. How do we do it? How do we make it credible? and how do we follow up on the unexpected?

Sol Stein, in Stein on Writing, says to listen to what the character would do next, and do the opposite. That sounds simplistic, and yet the most profound things are simple.

So let's examine how the unexpected works by using an example I use in my online workshop, Calling Your Story's Bluff: Revising Your Manuscript.

[Note: My website is being updated by Darkwater Studios, and I shall have the descriptions of the online workshops available soon.]

DRAFT: Crossing The Street

Let's propose that your protagonist—let's call her Julie—is on her way to a meeting with a prestigious Wall Street firm. She's about to break right through the glass ceiling, and her world will open to great achievements in the business world.

As she waits for the Walk sign, she hears a commotion on the opposite corner. A man is beating his young son, screaming at him that he'll teach him a lesson he'll never forget!

Julie is horrified, but the Walk sign lights up, and she glances at her watch. If she stops, she'll ruin her career, so she hurries on her way, thinking the man will stop. Or someone else will step in. Enough is enough, after all, and this is a very public and busy street corner.

However, the man continues to berate and hit the young boy, so she pulls out her cell phone and calls 9 1 1.

She's going to be on time for her important meeting, after all.

QUESTIONS:
  1. What is important to this character?
  2. What do you expect her to do next?
  3. What is this character RISKING?
  4. And the $60,000 question: do you want to follow her around for 400 pages?
Now let's revise the scene for SURPRISE:



REVISED SCENE:

Julie glances at her watch. Her meeting starts in ten minutes, and she's prepared. However, while waiting for the Walk sign, Julie hears a commotion on the opposite corner. A burly man is beating his young son, screaming at him about teaching him a lesson he'll never forget. Without a moment's thought, Julie dashes INTO TRAFFIC, crossing diagonally to the other sidewalk, and rushes up to the man.

Even though the man outweighs her by 100 pounds, she grabs his arm as he's about to punch the boy with his fist. Surprised, and still furious, he turns on her, fist upraised. The little boy is sobbing, his eye black and blue, his nose bloody, and now totally furious she shoves the man away, saying "NO, you may not beat this little boy."

At this point, the man glares at her, saying "He's my SON, and I'll teach him a lesson he'll never forget, AFTER I TEACH YOU A LESSON ABOUT INTERFERING."

She says, "Then here's a lesson you will never forget," and she kicks him in the groin.

As the man crumples, she calls 911 and tells the police she just assaulted a man who was beating his young son.


QUESTIONS:
  1. What is important to this version of Julie?
  2. Did you find yourself sitting up and watching her?
  3. Did you wonder what she would do? Maybe place yourself in her place?
  4. Did you wonder what in her past contributed to her dashing into the fray?
  5. And ... did you notice? She just confessed to assault on a 9 1 1 call. This lady's going to jail.
So if you were to take these two scenes, you can see where the original story, about a woman breaking through the glass ceiling on Wall Street, becomes highly charged with surprise.

Although there is some risk of your story going in a direction you did not intend, maybe this is the real story you need to tell. The surprise of this character's action had to come from somewhere, and I'll bet it was from you.

Readers sometimes read for character, sometimes for gorgeous language, etc.

But they ALWAYS read for surprise.

Next time you write a scene, what surprise awaits you? and your readers!

09 July 2009

No Cliffs Offstage ... No Chairs Onstage

I'll start this note with a confession and a caveat. Confession first: I'm an addict. I am deeply addicted to ...


...acronyms! (And here you thought something else! Shame on you!)


The caveat is that these writing notes are the same as ANY WRITING ADVICE in that no sooner do you say "DO or DON'T DO this" in your story, than some creative writer DOES it and does it SUCCESSFULLY.

What this means for you is to take away from these notes what works for you and for your Story, and ignore the rest. Just don't ignore it out of hand. Deal?

NCO serves two different functions, and yet serves the same purpose: the movement of your story.

The first definition for NCO is NO CLIFFS OFFSTAGE! Think of it this way: if a character is worth killing off in the story, that character is worth killing off ON THE PAGE! Shove them off the cliff right in front of the reader's face! Let the reader experience it! Mourn it! Feel it! If a character's death can take place off stage, then most likely, that character doesn't belong in the story. A character's death should COUNT! It's when we bring the characters' lives onto the page in their full beauty and anguish that the reader feels them, roots for them, hates them.

So the next time you have someone dying offstage, ask yourself "Why didn't I put it on the page for the reader to experience?" Is it possible I'm avoiding writing this, because I don't want to? Now in some stories, it is a death that changes the status quo and kicks off your story, but what happens if the first chapter is that death scene? What is that person's last word, and how will that change your protagonist's life? Great way to foreshadow the central theme/conflict of your protagonist.

The second way I define NCO is NO CHAIRS ONSTAGE. Now it's absurd to think your story cannot have chairs, of course. And it's absurd to think that no one ever sits down. But as soon as someone sits down (or crawls into a bathtub or bed), the movement stops, and at that point, our greatest temptation as writers is to go for the interior monologue. Or two people sitting: talking heads. I recently changed a character from sitting down to refusing to sit down, and the next five pages of talk was effectively tossed out the window. The movement of the Story kept going, and now was at a high pitch. Yes, some of the dialogue was delicious stuff; and yes, it hurt to delete it. But the Story leapt off the page. The problem now is to keep that movement going in the next chapter.

Sigh ... terrible business, writing. Simply terrible.

Writing Notes: Question Our Assumptions (QOA)

From time to time, I shall post errant thoughts about writing. These come at me from odd places, at odd times, and using the words of the immortal Ruth Stone, I reach out and snatch them by the tail. I hope you find these useful.

Question Our Assumptions (QOA):

As we write, we often reach for "fresh, new language" as a way to keep our stories from being stale, and yet there are other ways to enliven our stories without torturing language to wrest meaning onto the page.

One of these is what I call "question our assumptions." In any story, chapter, scene, paragraph, writers make story choices, but those choices are based upon assumptions, i.e., assumptions of gender, age, setting, social status, etc.

When a scene is not working, use QOA to test for fresh ideas.

For example: is the boy stuck in the tree really a boy? or is it a tomboy dressed in her brother's overalls? And go further! Maybe the girl has a brother who is her twin! And go even further! Maybe they're the surviving two of triplets, the third stillborn. Now we have a richness and depth and a range of possibilities we didn't have before. Just from questioning our assumption.

Another example: does the woman really sit down in the chair? or does that woman REFUSE to sit down? When your character confounds the expectations of the OTHER characters, your readers are also startled. What words come out of that woman's mouth now?

So when you find yourself annoyed or bored by what's falling on the page under your fingertips, QOA! Don't do it in your head. Make a physical list---on a scrap piece of paper, if you have nothing else---and see what you are assuming.

Maybe that really delicious line of dialogue didn't really come out of his mouth! it came out of hers!

Try it.

18 November 2008

Advanced Writing Workshop Offering:
Asheville, North Carolina

ANNOUNCING!

Advanced Writing Workshop: Impact of Style I: Structure

offered by
L. McKenna Donovan
To Write Well

Join Our “Winter Doldrums” Session*

Saturdays from 9:30 a.m. — 12:30 p.m.
7 February 2009 ~ 28 February 2009
$199

________________________________________


Great writers master language.

Great writers fascinate us with their stories—not only because they have an interesting story to tell, but because they know how to tell it!

• They know where the reader’s eyes linger on the page.
• They know how the written word sounds in the reader’s mind.
• They know how to delay reader satisfaction until the pitch is perfect.

Do you?

Come study with us to learn how the masters create emphasis, tension, rhythm, cadence, and music!


In this four-week course, you will examine and work with the 20 basic structures of language. You will learn how to:

• create anticipation
• create emphasis of word, sound, and idea
• create paradoxes, ironies, and reflections of ideas.

The class meets Saturday mornings for four weeks. Lecture and in-class discussions and exercises are augmented by daily exercises to build your skills in recognizing and imitating structures for your own purposes.

Come study with us!

Let the richness of your unique style and voice emerge and entrance your readers.


To receive registration and location information, send request to workshops2009@towritewell.com.

28 September 2007

Politically Correct is a Dangerous Leitmotif

Even before man set a candle in front of a curved mirror and through a lens cast a beam of light into the storm, we have steered our lives by guides—guides which appear throughout history in many forms: in constellations or the rising sun, in massive blocks of stone or rounded bits of metal. Ultimately, in marks chiseled on tablets or scrawled on palimpsests and paper. With guides, we point the way; we expand our horizons.

Words are guides as well, but guides to ideas. Using words, we explore and expand ideas, then point the way for others to follow and ponder. Through words, we catch a fragment of immortality. And maybe this is the problem.

It's as if we fear to be known for what we think; as if a clearly defined stand is the original sin. We direct attention away from, or even cloak from all but a privileged few, those ideas we must communicate.

Just when did we become so mealy-mouthed, hm?

A disproportionate percentage of our modern language avoids taking a stand. The guide for today's social communications—in particular, political or business communications—dodges the main purpose of writing: presenting ideas clearly. Political and business writers no longer take responsibility for their thoughts. They obscure with passive voice; they hide behind the Medusa of diversity and multiculturalism; even more ominously, they breed politically correct terminology. This diseased language becomes a holy cause, which is in turn studied religiously in our academic institutions, and then like a virus, it spreads throughout our language.

I'm here to tell you: as vocabulary becomes regulated, ideas are the victim.

Let me be very clear here. There is considerable difference between being aware of and sensitive to diversity, and being crippled by it. I am not advocating the retention and use of derogatory epithets or racially- and religiously-motivated monikers; those are as guilty of stemming ideas as the politically correct terminology that ostensibly corrects the problem. What I am advocating is clarity; that we consider our ideas carefully, then write them clearly.

We control the perceptions of others through the language we choose. However, when language lacks depth, ideas are sacrificed in the shallows. Through politically correct terminology, we default to language that is so sensitive to ethnicity, culture, religion, gender, age, politics, life experiences, impairments and handicaps, that we can no longer communicate for fear of offending. We are so terrorized by this idea that we abdicate to others our responsibility to think and speak our minds.

After all, if you don't take a stand, you are not liable.

Not even for your convictions.

16 September 2007

The Lives of a Well-Written Essay

There is something indescribably delicious about a well-written essay—not only as a snapshot of the author's era, but if truly well written, as a portrait of the foibles or strengths or absurdities of all eras. Essays call into question our assumptions about ourselves, rising above writing that is purely anecdotal, and often reveling in a subtle humor, as if the author were inviting you—the discerning reader—to view the world through his peculiar frame. That, of course, is the crux of a well-written essay: while the author speaks originally of his own times and perceptions, ultimately he speaks of ours, whether that be fifty or a thousand years later. The essayist dips into that mysterious ectoplasm called the human condition and emerges with ideas that drip through his fingers onto the page.

Well-written essays have many lives: historians value essays for the immersion into the then-current politics and legal wrangles; psychologists for the glimpse of the inner workings of one person's mind; sociologists, the entrance into the social complexities and conventions—even maladaptations—of a time not their own; and the general public, for inquiry and enlightenment, for laughter and tears. To feel.

In the preoccupation of one, we find the preoccupation of everyone.

Take Joan Didion's essay, "Holy Water," in which she evokes the pulse of a dry, arid area that relies heavily upon aqueducts and valves to provide life. In a few, well-chosen sentences, she not only pens her obsession with water, but draws us into the flow and intensity of the water itself:

"The water I will draw tomorrow from my tap in Malibu is today crossing the Mojave Desert from the Colorado River, and I like to think about exactly where that water is. The water I will drink tonight in a restaurant in Hollywood is by now well down the Los Angeles Aqueduct from the Owens River, and I also think about exactly where that water is: I particularly like to imagine it as it cascades down ..."

Through her language—her frame, as it were—her obsession becomes ours. For that oh-so-brief moment, we live in her world, and by doing so, we understand a bit more about our own, whether we live in a land of plenty or a land of deprivation. [Didion, Joan. "Holy Water," The White Album. New York: Farrar, Straus, and Giroux, 1979.]

On the other hand, we can look to George Orwell, one of the pre-eminent essayists of the twentieth century, for the pressures of society. His experience as a British police officer in Burma could have been purely anecdotal, but instead he delved deeply into his experience and emerged with a horrendous understanding of the expense extracted when cultures clash and expectations require action. His 1936 essay, "Shooting an Elephant," describes an incident where the local authorities—those who spat on him, denigrated him as he passed, tripped him on the football field—suddenly needed him to 'take care of' a ravaging elephant. Orwell's investigation took him to a field on the outskirts of the village, where the elephant —its hormonal rampage expended—was peaceably eating. Left alone, the elephant, the most valuable asset of its sahib, would meander back to its home. However, the entire village had followed Orwell in the anticipation of his shooting this elephant. Orwell says:

"And it was at this moment, as I stood there with the rifle in my hands, that I first grasped the hollowness, the futility of the white man's dominion in the East. Here was I, the white man with his gun, standing in front of the unarmed native crowd—seemingly the leading actor of the piece; but in reality I was only an absurd puppet pushed to and fro by the will of those yellow faces behind. I perceived in this moment that when the white man turns tyrant it is his own freedom that he destroys....I had got to shoot the elephant. I had committed myself to doing it when I sent for the rifle....To come all that way, rifle in hand, with two thousand people marching at my heels, and then to trail feebly away, having done nothing—no, that was impossible...."

Orwell goes on to describe the shooting in terms as simple as they are gruesome. But the last line of his essay is pure sociology:

"...it put me legally in the right and it gave me sufficient pretext for shooting the elephant. I often wondered whether any of the others grasped that I had done it solely to avoid looking a fool."

In Orwell's willingness to expose his weakness, we are able to acknowledge it in ourselves. [Orwell, George. "Shooting an Elephant." A Collection of Essays. San Diego; New York; London: Harcourt, Inc. 1981.]

For an understanding of the historical significance of an essay, turn to Virginia Woolf, whose work, "The Elizabethan Lumber Room," is strewn with tidbits that are rich in historical texture.

"....For this jumble of seeds, silks, unicorns' horns, elephants' teeth, wool, common stones, turbans, and bars of gold, these odds and ends of priceless value and complete worthlessness, were the fruit of innumerable voyages, traffics, and discoveries to unknown lands in the reign of Queen Elizabeth....There in the river by Greenwich the fleet lay gathered, close to the Palace. 'The Privy council looked out of the windows of the court...the ships thereupon discharge their ordnance...and the mariners they shouted in such sort the the sky rang again with the noise thereof.' Then, as the ships swung down the tide, one sailor after another walked the hatches, climbed the shrouds, stood upon the mainyards to wave his friends a last farewell. Many would come back no more....

In her frame, Woolf has created a sense of history that brings it down to the personal level; it becomes more than a simple anecdote of an attic strewn with valuables of complete worthlessness, the sailor climbing the shrouds, or those who would come back no more. We feel this history, we sense the energy, the bouyancy, and the regrets.

The well-written essay does indeed live many lives, does indeed delve deep past cheap anecdotes and personal notes. Most importantly, it brings a sense of continuity to its readers.

Note: For the purposes of clarity and readability, this essay uses the male pronouns, he/him/his, rather than the gender-encompassing-but-literary-sludge of "he or she," "his or hers," or 'him or her." Next week's essay, "Politically Correct is a Dangerous Leitmotif," will address language and the fear of commitment..