Tag Archives: slow-going

Lesson 2

About a week and a half ago (that long!?) I finished lesson 1 in the How to Revise Your Novel course work. I’m terribly far behind. While it’s not uncommon for lesson 1 to take a month or more, the lessons are doled out once a week. I’m now about 22 weeks in. The whole course is effectively within my reach, if I want to peek ahead, but I’m determined to keep focused on what’s in front of me, and that is Lesson 2.

 

Lesson 2 requires that I read through my book for the second time, but now I’m looking for “promises” that I’ve broken to my (entirely theoretical) readers. These promises take the shape of objects or minor characters, who by the way they’re introduced/described, carry far more weight than I intended them to. They look, to the reader, like something that’s going to recur in the story, or that’s going to be used in a key point later, while looking like window dressing to me. To do this, I assign points to descriptors for each character or object as they’re being introduced for the first time, and then weigh that against a scale that tells me if I’ve over done it, or sometimes even under-done it.

Also in there are examinations of how strongly or weakly I introduced the handful of truly main characters that I have. Around page 100, I introduced a main character of my story, who sticks by my real main character for the rest of the book.

I’m moving quickly through the lesson, as I don’t apparently describe that many objects or introduce a lot of main characters for ten to twenty pages at a time. Not sure if that’s a good thing.

My feelings on the quality of the lesson are mixed. There are some very specific examples of how to score each thing at first, but the further along I get in those explanation, the more muddy the scoring gets. At one of the very last categories of scoring, related to the unusualness of the number of an object, the example is so muddled with other kinds of points-earning description, that it’s unclear what the ‘number’ of that object contributed to the tallied score. Imagine that a character enters a room, and there is a ventriloquist’s dummy sitting in a chair, staring at the entrance. That might score as a significant object that you’ll have to do something with later. But it’s completely unclear what I should add if there were 3 identical dummies in the same kind of arrangement. Or 10. Or 100…

This might not be a big problem if the scale by which these things is judged was more expansive as the scores increased, but it’s not. Typically, 15 is the number at which you just stop counting, as there’s little point to continuing to add numbers at that point.

I do, however, see the value in the lesson, and the scoring. It’s a potent technique for revealing what might catch a reader’s attention, so that I can evaluate if it should have caught their interest.


Progress report: The half-way mark

I haven’t done much on the writing front these last couple of months. I am planning a big post-wedding party thing that may be the death of me. I’m also finally recovered from a nasty cold that had me lying on the couch for about 4 days, and feeling generally crappy for a handful more before and after that. But last week, I re-started my stalled attempt at getting through Lesson One of Holly Lisle’s on-line novel revision course. I’ve been averaging about 12 pages a day (weekdays only), and have just reached a mile-stone: I’m 50% of the way through my manuscript. Here’s what that looks like:

281 pages down, 280 to go!