Last week, during a series of presentations on writing-related discoveries, which I always make first-year composition students do at the end of the year, one student said, “I learned that writing shorter is harder than writing longer.”
“Why’s that, do you think?” I asked.
“Because to make something shorter, you have to make all these decisions. Like, what’s important and what to get rid of. And then, after you take stuff out, you have to change other stuff to make it sound right.”
“You mean, you have to revise—like, you know, re-see it,” another student chimed in.
“Yeah. It is like that,” he said. “Like seeing that it could be a different way and still be what I wanted to say. Maybe even better. I never thought of that. I always used to think revision was just fixing stuff.” The two students grinned with that mixture of embarrassment and pride students always have when using the language of the course.
That night I led a professional development session for graduate faculty on the subject of assessing final projects.
“Everything students hand in is a draft,” I remarked in passing, “and drafts are hard to grade. If you want your students to revise, you have to trick them into it.”
“Lots of ways,” I said, “but the most successful way for me is to give maximum word limits on assignments rather than minimum word limits.”
“How does that make them revise?” she persisted.
I knew that being made to write short did force students to revise, but it took me a second to come up with a reason why on the spot. “I guess it’s like when you fill out an online application and have to answer a question in a little box that limits you to only so many characters, including spaces,” I told them. “What you write is always way too long. So you have to keep paring it down, getting rid of unnecessary stuff, often the parts you’re proudest of, so you can get down to what’s essential. And, in the end, it’s not only shorter but better. Or, anyway, I always think it is. In my experience, the same thing happens with students when I give them word limits. I get all these emails, begging me to let them go longer. But I never do. Not one word. So they have to revise. And what they turn in is lots better than what they turn in when they’re just trying to fill pages.”
Everyone wrote that down—the most useful grading takeaway, even though it wouldn’t be relevant until they started building assignments the next semester.
The next day, at an end-of-year luncheon of honors English students, my department chair asked those about to graduate to share the moment they realized they wanted to study English, and two women talked about learning to write short.
“Being forced to cut made my writing so much better,” one said. “I knew how to improve my writing after learning that.”
“I had this revelation that every sentence matters,” said another. “That was the moment for me.”
Finally, yesterday, my novel workshop students were talking about their revision strategies for the three chapters I’d be grading at the end of the semester.
“I’m cutting out a lot of frivolous stuff,” one said. “That’s the main thing I learned in this class: You don’t need half the stuff you write.”
As always, whenever I have one of these clumps of similar messages, I figured it wasn’t just coincidence—or the more obvious reality that people were saying back to me what I’d been preaching all semester—but the Holy Spirit weighing in on the subject. It seemed strange, though, that the Holy Spirit was interested in revision.
Then it occurred to me that I’m the one who needed the cutting message I’d been preaching. My own novel is a frivolous (and practically unpublishable for a first novel) 130,000 words.
There’s no getting around it, I told myself. You need to cut another 30,000 words.
That doesn’t begin to answer the question—if you’re still wondering—of why cutting words from my pages might interest the Holy Spirit. Perhaps it’s that, as I like to tell my students, revision is a key part of the creative process, and God has always been into that. Separating light from dark, water from land. Fiddling with it, examining it, considering, until it’s good, or very good.
Or maybe God’s interested in revision for the same reason he pays attention to sparrows: namely, all of his creation—birds, us, our minds, words, our little improvement plans—fascinates and delights him.
(PS: To whatever fellow birdlovers are out there, I saw all the sparrows pictured this morning: song, white-crowned, white-throated, field, Harris’s, lark, chipping, and savannah. I feel so blessed!)
5 Replies to “Cutting Out the Frivolous Stuff”
I think you are right about being forced to write short and what you learn!
Excellent post, Patty! Point made. Point received. Point embedded.
I wish I’d had you as a writing teacher early on. It would have saved me twenty-five years before taking the plunge into professional writing and having to learn this “write short” lesson the long way. Papa God’s richest blessings, sister!
Great points, Patty. I, too, teach college writing classes, and a word *limit* is a fabulous idea. I’m faced with limits when I contract for a novella. This makes me choose my words with care–almost like writing on a budget. I have only so many words to spend!
Wow! Beautifully helpful.
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