A New Reader

Our friend Arthur is a young Brazilian neighbor. We spend Wednesday evenings sitting and chatting. He wants to improve his already-excellent English, and we just thoroughly enjoy spending time with him.

At our last meeting, he mentioned that he had finished reading Tom Sawyer and was looking for more books to read. I thought I’d died and gone to heaven. I told him I’d draw up a list for him to begin his journey into American/English literature. He wants to read in the original language, not Portuguese translation, so I made sure the books were at a fairly fundamental level. Lots of “juvenile” fiction that is foundational for American students.

He plans to study abroad for graduate school, and perhaps live abroad for a while, and understands that the best way to get to know a culture is through its literature. My plan is to begin reading Brazilian novels, for the same reason. Then, together, we can discuss the books and clarify for one another whatever mysteries lie within: cultural, language, or historical.

Here’s the list of books I gave him (it’s only a start, so if you have suggestions, I’ll consider adding them!):

  •  To Kill a Mockingbird, by Harper Lee
  • The Hunger Games, by Suzanne Collins
  • Alex Rider Series (Stormbreaker, Point Blank, Eagle Strike, etc.), by Anthony Horowitz (series, British)
  • Brave New World, by Aldous Huxley  (British)
  • A Wrinkle in Time, by Madeleine L’Engle
  • A Wizard of Earthsea, by Ursula K. Le Guin (series)
  • The Giver, by Lois Lowry (series)
  • A Separate Peace, by John Knowles
  • Lost Horizon, by James Hilton (British)
  • The Outsiders, by S. E. Hinton
  • Lord of the Flies, by William Golding
  • Flowers for Algernon, by Daniel Keyes
  • The Dark Is Rising, by Susan Cooper  (series)
  • The Grapes of Wrath, by John Steinbeck
  • 1984, by George Orwell
  • A Prayer for Owen Meany, by John Irving
  • Treasure Island, by Robert Lewis Stevenson
  • The Sun Also Rises, by Ernest Hemingway
  • Watership Down, by Richard Adams
  • Brideshead Revisited, by Evelyn Waugh (British)

His reply: The list looks amazing, some of them I had already heard of before, I think it’s gonna be an amazing journey.

My reply: It makes me so happy to encounter a reader! Books open our world and our hearts and minds. … We might never finish!

Now I have to go back and reread all of them. I know I still have miles to go before I sleep, but I can’t help rereading my favorite books. My grandmother used to call any repetition “chewing your cabbage twice.” But, I must read these books for a second, third, fourth, maybe fifth time. Why? Because they’re classics, and so worth the time!

And next, I shall read a Brazilian translation of The Little Prince. I know the story, so I can concentrate on the vocabulary and grammar. After that, perhaps another translation, or a jump into Brazilian short stories.

Empathizing with Your Characters

I once read a description of how to relate to someone with a motor disability.

  • Put your hand, palm down, on a table.
  • Make a tight fist with that hand. Put out your ring finger from the fist so it is the only finger not a part of the fist, while continuing to keep the fist tight and your hand on the table.
  • Try to lift that ring finger off the table while leaving the fist on the table.
  • It is physically impossible unless you are not making a tight fist.
  • You can look at your finger as long as you want and tell it to move, but it cannot.

This is what it is like for quadriplegics,paraplegics, and others who have lost the use of a limb.

This should give you a little insight into how uncontrollable a disability can be.

Or watch a video featuring the parent of a child with  Tourette Syndrome. See the utter anguish of the parent as she listens to her child lose control in a crowded room, knowing that her child is absolutely helpless to prevent the outburst, and hating it all the same. I’ve seen such videos and have ached at the agony in the parent’s face. The agony of embarrassment, and the agony of loss.

Or watch a child defend a disabled parent out in public, not using words, but subtly protecting that parent from stares and unkind looks by the placement of his body, shielding the parent from the looks and giving the offender a wordless, withering reprimand.

Watch the elderly. How do they handle the fast pace of life in a city? Do you ever see an elderly person pause, perhaps before stepping out into a crowd, or before stepping onto or off of an escalator? Do they notice that they are seen as obstacles in other people’s progress? What expressions do you see on their faces as they navigate a mall or a train station or a tourist attraction?

Take the time to sit quietly in a crowd and pay attention to these moments in life. Be aware of what it means to other people to get through one single day. What efforts must they make to survive where you unthinkingly traverse? As you watch, make notes. Don’t try to be clever. Simply record what you see. Interactions. Reactions. Distractions. Emotions. Always look for the emotion attached to any action. Even when there is no emotion, note that. A teen cuts off a mother with a stroller, completely laconic about what he has done. What is the mother’s reaction? A woman on a cellphone drives in fits and spurts in traffic. What havoc is she causing? What are the reactions?

Empathize with others in your life, in your wider circle, and you will be better able to empathize with your characters. You will also be better able to create characters with whom your readers can empathize. Most importantly, there will be truth in your writing, without which your writing is stunted.

In Defense of Editors

I’m an academic book editor, a fiction editor, and a writing coach. Most people have only the vaguest idea of what I do. Some suspect that I must be an expert in all fields in order to edit all the academic books I edit. Not exactly. I leave the expertise to the authors, and it’s my job to make sure that their expertise is rendered in a way that can be comprehended by the educated reader.

For my fiction clients, I offer writing expertise in the form of editing, and as a writing coach, where I am part guide and part cheerleader, encouraging them in their endeavors, but also showing them how best to achieve story.

My academic dissertation writers tend to have confused ideas about what I offer. One client sends me her manuscript and protests that her mentor says it isn’t ready for publication. She asks me to fix it. I, of course, decline, stating that since it’s her PhD, she should be the one to write the darn thing!

Another PhD client wants me to take an “ax” to his prose, help him to hone it. That, I am happy to do. But, I’ll highlight the problem areas; I won’t fix them. Again, that’s his job, not mine. Once he has made the edits, I will “fix” the manuscript, but the thoughts and progression of ideas must be his.

Think of it like this. A copy editor cleans up the text, she doesn’t create it. As John E. McIntyre of the Baltimore Sun writes in regard to copy editors:

“Think of a copy editor as a parent trying to clean up a teenager’s room. You open the door and, God above, there are discarded articles of clothing on every surface. You start to dig in and discover dirty plates, some with unconsumed food on them; notes and uncompleted homework assignments; still more malodorous articles of clothing, along with the unspeakable sheets; and, under the bed, dust bunnies the size of tumbleweeds.

“The basic function the copy editor performs, in all circumstances, is cleanup. We regularize the punctuation, correct the misspellings and typos, fix lapses in grammar and usage, untangle knotted syntax, and the like. And in public perception, that’s about it; we are essentially proofreaders, and we can keep our opinions about the prose to ourselves. (Some writers share that perception.)”

But, that’s not all that editors do. Not every copy editor is a glorified proofreader:

“But copy editors who are allowed to edit do more. They are not merely hauling the teenager’s dirty clothes down to the laundry room; they are putting the room to rights.

“Proper copy editing includes examining the focus, dredging the main point up from the tenth paragraph to make it more prominent. Proper copy editing addresses the language: rooting out cliches, substituting an ordinary term for jargon when it would serve the reader better, altering infelicitous wording. Proper copy editing prunes, deleting the irrelevant, tightening the language. Proper copy editing raises serious questions, including the kind that can identify plagiarism, fabrication, and libel.”

In defense of copy editors against writers who say editors have a pathogenic need to spoil the written text, Dick Margulis writes:

“Typically they do what publishers ask them to do. Publishers have style guides, most of which are crotchety and old and full of zombie rules and are sacrosanct because they were written by someone long gone and long forgotten but revered nonetheless. Managing editors are bureaucratic functionaries responsible for moving the project along, not necessarily skilled editors or people knowledgeable about linguistic subtleties, and they require the copyeditors they assign to follow the style guide as written, not quibble about zombie rules. Publishers see copyediting as a low-level mechanical function, and they don’t pay well for it, so there really is not time available for copyeditors to give serious consideration to doing more than they’re being paid to do. However, what they’re paid to do is mark up the manuscript to note everything questionable and let the author and the managing editor make the final call on which changes to make and which to stet. Blame the publisher, not the poor copyeditor.”

To Margulis, I say, “Amen!”

I love my job, but it’s a tough one, especially since my clients include numerous different publishing houses, each with their own set of style guides that supersede the Chicago Manual of Style, the APA, or the Oxford Style Guide, to name the top three I know and use. I edit in US and UK English, which means knowing spelling, phrasing, spelling, and grammar rules of both. Some days, I feel like a multiple-personality editor, unsure of how to spell my own name!

I leave the last words about editors to McIntyre:

“The blunt truth is that most people, and that can include many academics, are not very good writers. Their prose needs the basic cleaning up, but it also needs the clarification, the sharpening and pruning. The sad truth is that many professional writers are not particularly good at it either, and I can speak from the experience of one who has dealt with the prose of hundreds of professional journalists. As my former colleague Rafael Alvarez once said after a stint on the metro desk, ‘Reading other people’s raw copy is like looking at your grandmother naked.'”

Fifty Boobs

I have some favorite words, some that I love to speak, and some that delight me just by their appearance.

One of my favorite words to say is “Euclid.” I love the feel of it on the back of my throat. Similar for “ungulate.” Now, neither of these words is particularly appealing on the page, however. In fact, ungulate is distinctly unappealing.

But I love to see the word “fifty.” I don’t know why. I simply find it elegant. It’s like the old Roger Moore movie that I liked just because of the name, “Ffolkes.” Double-f? Awesome! And the word that makes me smile every time I see it, purely on visual enjoyment alone, is “boobs.” It’s so playful! It’s so round. It’s so pleasing to the eye.

BOOBS

It makes me smile.

Then there are the words I simply hate to read, not because of what they mean, but because of how they look. Lung. Oxen. Rotten. Blanche. Quixotic. Coarse. Hunch.  … Ack. Keep them away!

I’m not just indulging myself here. There is a writing point to this entry. Name selection is vital, especially for your main characters.

If the name isn’t pleasant to look at, your readers aren’t going to want to see it on the page time after time. And if it can’t be said in your mind easily, that could also be a turn-off. Think Rodion Romanovich Raskolnikov, the main character in Dostoyevsky’s Crime and Punishment. Being Russian, Dostoyevsky can get away with giving his character such a handle, but that’s probably not something you want to do on a regular basis. The patronymic Raskolnikov doesn’t roll of the tongue of the mind, and your readers would likely find themselves “bleeping” over the name, time and time again.

Plus, I hate reading a book where I can’t keep the characters straight, because there is nothing distinctive about the names or the names are too similar to one another to keep them straight. Ishmael, Dr. Nemo, Holden Caulfield, Tom Joad, Dr. Frankenstein, Sherlock Holmes, Harry Potter, Voldemort, Scout and Jem and Boo Radley…these are memorable names that stick with you, unique from the others in the book.

Play with the language to choose your names, as well. What other meanings might the name have? Nemo = Omen. Ishmael as an outcast, one set aside. Say the names aloud. Does it sound right? Does it look right on the page? Does it say something about the character: Huck Finn vs. Tom Sawyer.

Enjoy words. Play with them. Be aware of the different ways in which your readers experience words. Not all will experience them as you do. Make use of  that knowledge.