First Gimp Attempts

The Editing class is split into three sections. In this first session, we focused on developmental, or “big picture,” editing.

Some people are taking the class in order to edit their own stuff, others to edit for other folks, a couple for a combination of that. We talked about what a developmental edit is intended to do, and how it’s different from a copy-edit. In fact, you want to avoid copy-editing (other than a couple of cases which I’ll get to in a minute) because often that sentence you’re tinkering with will end up discarded or substantially revised in the final version.

Honing your editing ability to where you can trust it is one way to free yourself up when writing. Instead of listening to the internal editor telling you that sentence isn’t perfect or that you need to check that name on Wikipedia before using it, you can assure that editor it will get its chance during the revision process and go on writing.

Developing a process also helps you know when to stop rewriting. I work from the big picture stuff in, moving to small sentence level details in a second or third draft. Usually my process goes like this:

1. Bang out a first draft. It may have parenthetical directions like (expand on this) or (transition here) or (describe), but it is a complete story.
2. (Optional but encouraged) Let it sit for a week or two. This is where procrastination can really bite you in the ass.
3. Print out the draft and write all over it. This is my developmental edit, in which structures may get changes, sections moved (or eliminated), point of view or tense changed, etc. It’s also where all those parenthetical directions get fulfilled.
4. Entering these changes onto the computer may involve some more tinkering as I do so, but generally I’m working towards another draft that I can print out.
5. That draft gets printed out and edited again. This stage is where I read aloud and tinker at the sentence and paragraph level. I may changes names at this point, and I’ll do things like look for adverbs (as discussed in The 10% Solution).
6. I will probably do another read aloud pass after that’s entered into the computer, depending on how hard a deadline is pressing.

More on developmental editing, what it is, how I do it, and how one needs to adapt editing to genres such as hard SF, dark fantasy, horror, etc, in another post.

(Saturday class – you haven’t had this session yet, don’t worry, we will this weekend!)

Week Three deals with the world of the story: both the setting (the world as the characters know it) and the world of the narrative (the world as the readers, who have the benefit of additional information like title, tone, and style, know it).

We looked at the beginnings of several pieces, including one of my all-time favorite books, Matt Ruff’s SET THIS HOUSE IN ORDER and Sara Genge’s short story, “No Jubjub Birds Tonight” from the anthology DESTINATION FUTURE.

Looking at the punctuation of the beginning of Stephen King’s THE STAND helped talk about how a world gets set up by style and narrative methods. Tone was compared to the emotion conveyed by a human voice and I mentioned that if you have two strong emotions working in a story, the best effect is gained if they are contradictory in some way.

We also talked about some of the things involved in style and the strategies for looking at your own work in order to figure out what’s characteristic of your style. I mentioned that often in writing one returns to the stories that shaped and fascinated us and pointed to “Magnificent Pigs” (CHARLOTTE’S WEB), “The Mermaids Singing Each To Each” (THE OLD MAN AND THE SEA), and “Long Enough and Just So Long” (“The Menace from Earth” and PODKAYNE OF MARS) as places where I’d done that in my own work.

In talking about metafiction as a particular style, we looked at the beginning of Kelly Link’s “Travels With The Snow Queen,” from STRANGER THINGS HAPPEN.

In the area of world-building, we meandered freely, talking about how much detail to include, the advantages of writing in a persistant world, using sensory detail to make a world feel real, the RPG approach and how it can lead to cat-vacuuming.

Next week’s assignment is the expository lump exercise, taken from Ursula K. LeGuin’s excellent book, STEERING THE CRAFT, which will start us off talking about delivering information, using description, and literary devices.

Check out the classes Cat gives via the Rambo Academy for Wayward Writers, which offers both on-demand and live online writing classes for fantasy and science fiction writers from Cat and other authors, including Ann Leckie, Seanan McGuire, Fran Wilde and other talents! All classes include three free slots.

Prefer to opt for weekly interaction, advice, opportunities to ask questions, and access to the Chez Rambo Discord community and critique group? Check out Cat’s Patreon. Or sample her writing here.