I've also asked this question on my facebook page.
"If a story ends up just like you imagined it would, you've done something wrong. It should surprise the reader AND the writer."
Susan Orlean made this great point on Twitter the other day. It's what I've always known as a variation of the "blue book" phenomenon. During college exams while answering essay questions in those little blue books an idea would present itself and surprise me. It would be one of my best ideas. Usually it would come a little out of order so I'd have to draw big arrows to the portion I'd written before where the idea should logically sit.
This surprise is also a big barrier to writing. If I've been working on a story for a little while and the surprise hasn't happened I start to worry that it never will arrive. I put out cookies and milk. I promise to be nice. Once it does, it's this enormous gift that gets me through the rest of the process.
From The Awl
"When they went to investigate the smoke, they found a moonshine still in the midst of a cook as well as several containers of what appeared to be finished product. (Full article here)"
I had a half-thought upon reading this: (I wonder, with Twitter will people stop talking about thoughts that are half baked and talk instead about Twitter thoughts v. blog thoughts v. quill pen thoughts to distinguish the amount of thought you'd put into them. Then we'd just have to get people to start matching their expectations with the location of those thoughts. Don't scream for complexity from a Twitter post. When I say I wonder about this I recognize that it's already happening. Can you wonder rhetorically? You can, I know I was just...)
Anyway, the thought:
What are the skills we need to learn and teach kids about online life and writing. How do we teach them to tune, as Rheingod puts it, and master their attention (which is a test of biology as well as focus-- which is to say I can keep my focus much better in the morning than in the late afternoon. Knowing this, I try to work accordingly, writing in the morning and grazing in the afternoon? My point here is that parents are totally out of touch with the way their kids need to learn. I wonder how in touch their teachers are? I say all of this while also maintaining this deep desire to teach myself and my children the power of slow uninterrupted focused thought.







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