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Writing: Description, Details, and Delivering Information

I haven't written here yet.
I haven’t written here yet.
I’m working on converting the Description and Delivering Information class to the on-demand version, along the same lines as the Character Building Workshop and the Literary Techniques for Genre Writers workshop, and hoping to finish it up over the next couple of days, which may be overly ambitious, because a) I am doing NaNoWriMo, b) life is complicated by Orycon and then a Thanksgiving trip on the 20th and c) this is my birthday weekend and I like to slack a little.

So, what’s the difference between taking one of my live online writing classes and the on-demand versions? Let’s look at the cons first:

  1. No live interaction, which is a little sad. You can comment on the class material, though, which you have access to in perpetuity, or at least as long as it’s up.
  2. No chance to hear other people’s work with the exercises or get a chance to chat with them.

Pros, on the other hand?

  1. A bit more lasting. As I said, you do get permanent access, including when the material updates.
  2. Work at your own pace. Want to do an exercise more than once? Go for it. Want to stretch things out or take a break for that trip to Bermuda? You’re fine.
  3. Considerably cheaper than the live version — half the price, usually.
  4. Considerably expanded material and more exercises. The character building workshop ended up being close to 20,000 words; this one will match and probably surpass that.

Want a preview? Here’s an early page, Description as Collaboration:

The Writer/Reader Relationship
Description is a collaboration between writer and reader. You provide a handful of details; from them your reader constructs a three-dimensional experience. You build the funhouse ride, but so does your reader, an experience that will differ — sometimes radically — from reader to reader, depending on their experiences and depth of imagination.

It begins the minute you supply a detail. The author says “red” and immediately a red — perhaps a bright candy apple red, maybe something murkier — appears in the reader’s mental vision. Add “wheelbarrow,” and they supply a wheelbarrow based on the ones they’re most familiar with. Add “glazed with rain” and the possibilities splinter even further.

And that’s fine. It is an inescapable fact and nothing you can do will change it. It is impossible for you to include the depth and range of detailed description that would be necessary to unquestionably determine every nuance for the reader.

Choices Matter
As soon as an author introduces a detail, it begins to grow in the reader’s mind. And unspoken behind every detail is an authorial I selected this detail rather than any other for a reason that will matter to the reader. That is perhaps one way of looking at writing: the art of selecting and conveying details in an order that creates a complete experience for a reader.

How the author presents details — which details are mentioned, the things that are included about them, and the wording and syntax in which they are presented — is one of the major factors that creates style and tone.

Style might be defined as the overall way in which the story is told. It is different than the content of a story, but usually content and style are linked and work together.

Tone is the overall emotion or mood of a story, and is created primarily but not solely by the style and word choice.

Recently spotted in Value Village. I believe this is the god of pumpkin spice.
Recently spotted in Value Village. I believe this is the god of pumpkin spice.
Here’s a photo of a thrift shop object described in two different styles, then two different tones*.

  • Style example #1: There it stood, the proud ceramic, small in stature but twice as splendid. The corn god glared out, positioned, poised, ready to bring autumn to the land.
  • Style example #2: Paul glanced down at the statue. Small. Yellow and orange. Glazed. Corncob-extured body. Why this, he wondered.
  • Tone example #1: The little statue was a welcome find, smiling at her from the shelf, colored like the first autumn leaf. It was solid in her fingers, still smiling up at her as she tilted it to see if there was any marking on the weathered bottom and with a thrill of pleasure saw the mark, right where she had hoped.
  • Tone example #2: Shadows gathered in the corners of the curiosity and her scalp prickled, as though in warning, as she picked up the little yellow statue. It felt ominously solid in her fingers as she tilted it to look at the base. The sight of the marking struck her like a blow.

Same object, four different stories. Stop now and do a five minute timed writing with your own description of the object.

Don’t Jar Your Reader
Because of a reader’s inclination to create what’s happening in a story in their head, experiencing it in something like a dream, or at least that state of fierce inattention to anything else in which a spouse, child, or friend can speak repeatedly before being perceived. That’s the delicious immersion that is part of the joy of reading and part of it is making the reader comfortable enough to forget that they are reading.

An author must lull a reader into trusting them, by letting them know that they will deliver that immersion, in part by not ever reminding the reader that they are reading. Anything that reminds a reader of this fact generally should be avoided, unless you’re doing something funky and metafictional.

And the thing that reminds a reader that they are reading more than anything else is the author supplying a detail that the reader has already firmly fixed in their head. This is a moment which for a reader is like having the GPS in your car suddenly go “Recalculating” because you took a wrong turn. It should be avoided at all costs. Paying attention to the collaboration and what expectations you are creating in your reader is important. Get the hang of that and you can even play with and subvert those expectations.

*I make no claim any of this is good writing, simply a good example.

If you’d like to get more information about classes as they appear, including upcoming special holiday gift certificates, fill out the following:


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"(On the writing F&SF workshop) Wanted to crow and say thanks: the first story I wrote after taking your class was my very first sale. Coincidence? nah….thanks so much."

~K. Richardson

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Foreshadowing and Establishing Conflict

James Tiptree Jr. also known as Alice Sheldon, speculative fiction writer
Tiptree's beginnings always pack a punch, signaling the conflict of the story without being overly overt about the strategy.
In an earlier post I mentioned establishing the story’s conflict as something that is often best done in the story’s first three paragraphs. In order to expand on that, I’ve drawn examples from one of my favorite speculative fiction writers, James Tiptree Jr. aka Alice Sheldon, all of which are available in the collection Her Smoke Rose Up Forever.

One of Tiptree’s classic stories, “The Women Men Don’t See” may be one of her most celebrated, leading to responses from other writers like Karen Joy Fowler’s “What I Didn’t See” (Kindle version) and my own “Clockwork Fairies” (Kindle version). Tiptree uses her titles to maximum effect and you’ll notice that each of these beginnings interacts in a significant way with the title preceding it.

I see her first while the Mexicana 747 is barreling down to Cozumel Island. I come out of the can and lurch into her seat, saying “Sorry,” at a double female blur. The near blur nods quietly. The younger blur in the window seat goes on looking out. I continue down the aisle, registering nothing. Zero. I never would have looked at them or thought of them again.

The title plays off nearly every line: “I see her first,” (who? is it one of the women from the title?) “a double female blur,” “the near blur,” “the younger blur, “registering nothing,” finishing up with “I never would have looked at them or thought of them again,” at which point the reader is screaming why? why don’t you see them? The answer to that question is crucial to the story.

Here’s another Tiptree beginning, this time of “Houston, Houston, Do You Read?” which uses the strategy of referring to a memory to reveal the conflict. The memory is connected to gender and embarrassment, which will also turn out to be crucial to the story.

Lorimer gazes around the big crowded cabin, trying to listen to the voices, trying also to ignore the twitch in his insides that means he is about to remember something bad. No help; he lives it again, that long-ago moment. Himself running blindly — or was he pushed? –into the strange toilet at Evanston Junior High. His fly open, his dick in his hand, he can still see the gray zipper edge of his jeans around his pale exposed pecker. The hush. The sickening wrongness of shapes, faces turning. The first blaring giggle. Girls. He was in the girls’ can.

“Houston, Houston, Do You Read” is Tiptree at her best, examining gender norms and conventions with a ruthless, scathingly honest eye. Somehow that first moment of embarrassment, that moment of being in “the strange toilet” encapsulates so much of what that story is about and how alien the sexes can be to each other as well as how strange their container, the norms that make them up, which constitute the walls of “the can” itself, are. Look at how the center of his masculinity is framed visually: the gray zipper edge of his jeans around his pale exposed pecker. There is so much going on in that first paragraph, including sensory details like the twitch of his insides, the blare of a giggle, the pattern and threat of a zipper, that it’s worth copying out, pulling apart sentence by sentence to figure out how it’s working.

Let’s finish up with Tiptree in a moment that puts everything up front, in the short story “We Who Stole the Dream”:

The children could survive only twelve minims in the sealed containers.

Woah. We don’t know what’s going on precisely, but we know crucial details. We have a deadline and it is only twelve minims. While we don’t know how long a minim is, we know it’s not much time because of that “only”. Plus, there’s an auditory echo of “minute” that makes us think they’re of similar length.

What’s at stake? This lives of children, for pete’s sake. Not just child, but children, multiple. And we know how they’ll die: suffocation. It would be hard to write a tauter, more dire beginning.

Writing exercise: write three first lines. They can state the stakes, as in the third example, or refer to some memory or object that encapsulates the conflict, as with the example from “Houston, Houston, Do You Read?” Include two titles for each, one that plays off the beginning and one that does not.

For bonus points, read “The Women Men Don’t See” and use that as your inspiration.

Feel free to post some of your best first lines on here, I’d love to see some!

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Your Cover Letter: A Basic Template

Cat Rambo reports for duty!I’ve seen a lot of cover letters in my time. Some ramble, some describe the story, others list thirty small publications, some are misaddressed or rife with typos.

So here’s a cover letter. It’s really all you need to say. Fill in the blanks yourself (and doublecheck to make sure you got the details right.) Italics indicate commentary and should not be included. And always, always – the market guidelines trump anything I say. Read AND follow them. Note: this cover letter is intended to be used when submitting short stories to magazines. You want a different one when submitting to an agent or sending a book to a publisher.

Dear {Editor}: (do make sure you’ve got the right name if you’re addressing them by name)

Attached/enclosed* is my story, “{title}”, ({wordcount}). (“Attached” if it’s e-mail; “Enclosed” if you’re sending by snailmail. Round wordcount up to the nearest 100.)

(The following paragraph is optional if you don’t have publications.)
My work has appeared in {market1 name}, {market2 name}, and {market3 name}. (List your three biggest or most prestigious publications.) In {year}, I attended {workshop name}. (Don’t list stuff if you don’t have it. If you’ve got contest wins that are significant, like Writers of the Future, list that here as well. Again, all of this is optional. This paragraph is intended to make the slush reader pass the work up to the editor by listing reasons you stand out of the herd.)

Thank you for your time and consideration. I look forward to your reply. (If you’re sending by snailmail and include a SASE, mention that here.)

Sincerely, (or the tag of your choice, just make sure it sounds professional. “Peace out,” while charming, may not sound as professional as it could.)

{Your name}

That’s it — that’s all you need. No accolades, no summaries, no previews. The facts and just the facts. Good luck!

Enjoy this writing advice and want more content like it? 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.

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