In the wake of my previous post on “taboo” words, I came to a horrifying realization: writers are going to put Lolly’s, Inc. from Schoolhouse Rock out of business!!!
A three-generation family business…I just don’t know if I can live with the guilt!
I therefore reemphasize what I said last time about still using the supposed no-no words like adverbs—just do so within reason—and I think dialogue or 1st-person narration deserves some leeway as well if it’s authentic to how a person would really speak. So I guess I’ll still be unpacking my adjectives, too, but with discretion.
Working through this experience has introduced me to writer rules that *gasp!* I wasn’t necessarily teaching my high school students…when it came to dialogue tags, I confess I’d tell them that “said” is boring, so their characters should “exclaim” or “sneer” or even “smirk” something—I gave them a worksheet, in fact, that listed up to 50 different tags! Gah! And in looking at said worksheet, go figure the examples I used for dialogue punctuation:
I asked, “Did you see the monkey fall out of tree?”
Did you just say, “The monkey fell out of the tree”?
I screamed, “The monkey is going to fall out of the tree!”
He had the nerve to ask me, “Why didn’t you catch the monkey when it fell?”!
I will say this in my defense (not of subjecting my students to endless monkeys in their grammar examples ;), but of how I taught descriptive language):
– First of all, children and adults alike who are not naturally expressive in their writing do benefit a great deal from first learning what vast options their language provides them so they can later practice restraint when making more sophisticated stylistic decisions.
– Second, I certainly wasn’t teaching them that more words are better, merely that each of the words they are using should pack a punch. It’s not about being redundant, it’s—for example—saying that someone “saunters” rather than “walks” or that the fish in the garbage smells “putrid” rather than “bad.” These one-to-one swaps are sufficient in themselves to strengthen a sentence.
Thus, in their revision workshops, I’d ask them to comb through their writing and seek out any general nouns, verbs, adjectives, or adverbs and replace them with more specific ones. They were also to identify which senses their descriptions appealed to and strive to address all five at some point.
“Writers with style never just eat breakfast. They munch on granola, wolf down hotcakes, savor Frosted Flakes, or gorge on jelly doughnuts.” – Art Peterson, The Writer’s Workout Book: 113 Stretches Toward Better Prose
I must say it’s very fun, let alone ironic, playing the pupil and trying to follow my own and others’ lessons, and I’m grateful for the new perspective I’ll eventually bring back to the classroom. I’m not only strengthening as a writer, but also as a teacher.