In my last post on writing workshops I discussed the Iowa writing workshop format and three alternatives to it: Liz Lerman’s critical process, Transfer‘s submission evaluation, and playwriting workshops. Thinking about those alternatives led me to think about a hybrid that I hope makes the fiction workshop more constructive.
This hybrid isn’t merely a group discussion structure, it’s a collection (or, less charitably, a grab bag) of suggestions for organizing a workshop. I’ve grouped this grab bag into three sections: organizing the group, managing manuscripts, and the group discussion itself.
Organizing the group
Define the goals of the workshop
For some people, the primary goal of a writing workshop, perhaps the only goal, is to make fiction publishable. For others, a writing group is a place to receive direction and encouragement toward completing a larger project, like a collection of short stories or a novel. Some writers are there for the camaraderie and to maintain a semblance of a writing practice in the face of hectic modern schedules. Others write for themselves (or a small audience) and have no broader ambitions of mass publication. For some people it’s a combination of these things, and maybe more.
In my experience, most people attend workshops with the goal of eventual publication. But even if everyone agrees on that goal, it only raises more questions: published where, and for what audience? Can any member in the group really claim knowledge of when a story is “publishable”? Genre writers add a monkey wrench to the mix—someone who regularly reads Tin House, The New Yorker, and The Paris Review might not the best arbiter of when a science fiction novel is ready for shopping around.
(In my experience, editors and publishers are in better positions to decide if a story is publishable or not. I was once told a story was unpublishable and weeks later landed it in a highly-regarded magazine.)
Liz Lerman’s process has some applicability here. As a baseline, agree that everyone in the group has an opinion of successful versus unsuccessful fiction, “success” being related to the quality of the work and not who might or might not publish it.
Also agree that everyone in the group is present in order to make everyone’s work more successful, not merely their own.
How a writer uses that successful fiction—publication, independent distribution, blogging, or simply personal satisfaction—is the purview of the writer and not the group as a whole.
Agree what’s expected of each member
Most people join a workshop thinking they know what’s expected of them and everyone else. Rarely does everyone truly agree on those expectations.
On a basic level, people understand they’re expected to
- read the manuscripts presented to the group,
- formulate some manner of thoughtful response,
- attend the group meetings with some regularity,
- and engage with the group discussion.
I’m not a big fan of credit-and-demerit systems, but some groups use them for motivation (such as “you must attend three meetings to submit one manuscript”).
Additional expectations are discussed below, but the point I’m making here is to verbalize (and even write down and share) these expectations. If you’re organizing a workshop for the first time, you might use the first meeting to allow everyone to air what they expect from the others, then coalesce those points into a list. Differing notions of expectations can lead to headaches later.
Cover the workshop’s agreements with each member
For each new member, go over the group’s structure and policies and goals with all the other members present—in other words, don’t do it privately over email or the phone. This ensures that everyone’s on the same page. It also refreshes the memories of long-time members. Avoiding miscommunication is incredibly important in a workshop group.
Stick to your workshop’s structure unless everyone agrees a change is necessary (or, after a vote).
Don’t make exceptions. Exceptions kill the group dynamic. People begin to see favorites, even if no favoritism exists. Remember, this is a peer group evaluating peer writing.
Enforce page count and style
The era of the 25-manuscript-pages short story may be receding (I wish it wasn’t), but that hasn’t stopped writers from penning them. The problem with bringing so many pages to a workshop is that people are bound to skim long work. That means they have less understanding of the story and are less qualified to discuss it. The peer pressure to discuss it remains, however, and so people will.
I’ve brought in long work many times to workshops. In almost every instance, I’ve heard comments (or outright griping) about the length. It seemed odd to me that writers would complain about having to read 25 double-spaced pages, but then I reminded myself they’re reading work they probably would not pick up on their own.
I’ve also noticed my shorter work almost always received higher-quality reads and discussion.
Some groups limit submission length to 20 or 25 pages. My suggestion is to go further and require manuscripts be no longer than 10 or 12 pages. Yes, that means having to split long short stories into two or three segments, but the writer will get a better read of those segments. Chuck Palahniuk’s writing group in Portland has such a page count restriction. Its members seem to have done fine by it.
Page count restrictions require basic, common-sense manuscript style formats. Make it clear: double-spaced, 1.5″ margins, 12-point Times New Roman, or whatever format your group decides. I’ve seen writers game the manuscript format to subvert page counts. Don’t stand for it.
Agree on the role of manuscript edits
A lot of people in fiction workshops think there’s big value in marking up the manuscript itself. I’ve had manuscripts returned to me so marked-up I didn’t know what to make of them.
Some readers drew lines like football plays over my pages instructing me to cut sentences, insert or remove paragraph breaks, rearrange scenes, and so forth. One workshop reader circled every instance of “has”, “had”, “is”, and “was” to alert me of my overabundance of passive voice, even where no passive voice existed. Other readers circle words and mark them “wc” (“word choice”), insert and strike commas, semicolons, em-dashes, and so on.
Drawing attention to typos and misspellings is hard to argue against. Yes, if you see one, go ahead and circle it—but that’s gravy. Indicating confusion (“Who’s saying this?”) or highlighting passages that pop off the page have utility as well.
I’m arguing against line edits that are a matter of taste or philosophy. Telling me I should
- change a word you found inexact or unfamiliar,
- never to use passive voice,
- only use “said” or “asked” for dialogue tags,
- drop all semi-colons,
- or strip out all adverbs,
these changes are not the purview of the workshop reader and, I would argue, counterproductive to a quality workshop experience. Too often the editorial mark-ups are writing lore masquerading as rules or received wisdom (and usually associated with some well-known writer who counseled them).
Assume everyone in the group is a capable writer. You are responsible for the fine-detail work in your manuscript, not the group. The workshop’s purview is to locate larger, broader issues in the story and (potentially) suggest paths forward for the next revision. Workshops are not editorial services for you, the writer.
My experience has been that people who make fine-detailed edits to others’ manuscripts are expecting the same in return. When they don’t receive them, feelings begin to bruise and grudges are harbored. Notions of equal work loads and reciprocity is often the source of fracture lines in a workshop.
If your group thinks it’s the purpose of the workshop to offer editorial changes, then make it an explicit policy.
Agree what the group will read
Again, this may sound obvious, but it’s worth verbalizing it rather than risk trouble later.
Agree on genre. Some fiction workshops will accept creative nonfiction, but rarely poetry or plays, if ever. I won’t argue one way or the other, but like my other suggestions, make sure everyone in the group is aware of restrictions. For example, I’ve witnessed friction where one member kept bringing prose poetry to a fiction workshop.
Some people will balk on this next point, but I’ll draw a line in the sand: The group should agree that the workshop isn’t there to critique first drafts. First drafts are too undeveloped and scattered to be productively critiqued in a group setting. Does it make sense to use six to eight other people’s valuable time to inform you of your first draft’s (usually obvious) problems? Especially when first drafts stand a high chance of being abandoned by the writer?
Likewise, late drafts are usually too set in concrete to receive any help from a workshop. If you’re unwilling to make substantial changes to the story, then asking the group to find its weaknesses is wasteful. (Never bring a manuscript to a workshop expecting unconditional praise. It never happens. Never.)
My rule of thumb: Workshops should be seeing stories after three or four drafts (or edit passes) and not after eight or ten drafts/edit passes.
Some groups allow submitting work previously read by the group. I would add the proviso that the work must’ve received substantial edits since its last go-around. Other groups may prohibit it or require full agreement. As before, don’t make this up as you go. Choose a policy and stick to it.
No one should ever submit a published story to a workshop. Yes, people do this. (One exception to this rule: The story is up for republication and edits are permitted by the publisher, i.e. it’s being anthologized.)
Formulate a written response format
Some groups may forgo written remarks, especially if the manuscript isn’t handed out ahead of time. Otherwise the response format should be agreed on by everyone.
I don’t mean page length (“one page single-spaced”), I mean what questions should be answered in the written response. It doesn’t have to be a fill-in-the-blanks approach. You could simply have a list of questions and ask each member to verify those questions have been answered (in one way or another) in their written response.
My suggestion? Use Transfer‘s system. Each reader writes on a 3-by-5 card a 1–2 sentence reaction to the story and uses the remaining space to describe its strengths and weaknesses. Use both sides of the card. Then the cards are read to the group verbatim. Readers will learn not to use the watered-down language so often found in a full-page responses (“I really like this piece,” or “This is strong.”) From there, launch into the general discussion.
If a 3-by-5 card seems too small a space, choose a longer format, but I still propose a length limitation to elicit thoughtful responses.
I’ve become convinced that the real magic in a fiction workshop lies in the discussion, not the written remarks. By giving each person only a sentence or two for strengths and weaknesses, the discussion can zero in on those thoughts and use them as a springboard for exploration.
The group discussion
Read the story aloud before discussing
As mentioned in my prior post, I noticed in playwriting workshops how reader-actors became invested in their characters. For fiction, even with an eight-page limit, it would take too much valuable group time to read aloud the entire manuscript.
What’s more, fiction is an inherently different experience than theater. A person reading a story aloud will not become as invested as an actor reading a script.
Still, I’ve been in groups where a selection of the story was read aloud before the discussion, and it did seem to help. Getting the story into the air brings the group together around the manuscript. Everyone is hearing it one more time—the language, the setting, the narrator’s voice, the dialogue.
If your group meets every other week, it’s possible a few people haven’t read the story in ten or more days. (It’s also possible some read it in the Starbuck’s around the corner fifteen minutes earlier—there’s not much you can do about that.)
Remember, the writer shouldn’t read their own story aloud.
Keep the discussion to what’s on the page
Discuss the story as it’s written. Avoid peripheral issues (such as personal viewpoints) and comparisons to other work (other authors, television shows, movies, and so on).
Personal viewpoints are a good way to poison a discussion. Saying things like “I would never do what the character did here” isn’t useful. A better question is: Would the character do what they did? Everyone holds a subjective internal logic. Most of us hold several subjective internal logics. Does the character’s actions match their internal logic(s)?
While a comparison to another work may seem harmless (“Your story reminds me of Mad Men“), popular culture is a kind of safe zone for people to retreat into. Pop culture will derail a workshop discussion. When the harmless comparison takes over, all discussion becomes re-framed by it. Instead of discussing the story, the group is discussing how the story reads in light of this other work or issue. (“Mad Men focuses on women in the workplace. You could add more of that.”) The story becomes secondary. This is unfair to the author, who has brought their work in to be critiqued on its own merits and weaknesses.
Workshop formats (including Liz Lerman’s) will often declare that readers shouldn’t make suggestions without the writer’s permission. This baffles a lot of people; if I’m not making suggestions, then what I am here to offer? Unearned praise and tender nudges?
Rather than distinguish between suggestion and not-suggestion, I say keep the discussion to what’s on the page. Staying close to the page means, for example, suggesting the writer remove a spicy sex scene because it’s unnecessary to (or even dragging down) the story. But suggesting the writer remove a sex scene because that would make the story suitable for young adults—a hot market right now—is straying from the page. Both are suggestions, but the latter is not the purview of the workshop per se.
Maintain a discussion structure
The Iowa workshop discussion format usually works like this:
- Each reader gives a broad reaction to the story.
- A general discussion opens between the readers, the writer only listening.
- The writer asks the readers questions.
Lerman’s approach is more involved and (as I discussed last time) more difficult to stick to, but it has some nice features that could be incorporated. For example, a workshop could be structured as so (incorporating some of the suggestions above):
- A portion of the story is read aloud by one of the readers.
- Each reader in turn reads their written remarks (or a summary of them) aloud. (This makes the 3-by-5 card approach more desirable.)
- General discussion by the readers. Keep the discussion to what’s on the page. Start with strengths, then move to weaknesses and confusion in the manuscript.
- The writer is offered an opportunity to respond to the discussion, ask questions for clarification, and prompt for suggestions.
- The writer summarizes what they’ve heard by naming three to five new directions the plan to explore in future drafts.
- If the group is open to re-reading work, the writer can announce what changes they intend to make before submitting it next time. (This is probably more useful in a graded academic setting.)
This is not radically different from the Iowa format, but by specifying the goals of each step, they aim to direct the group’s energy toward better revisions and, hopefully, better writing.
Appoint a discussion leader
In academic settings a discussion leader is naturally selected, usually the teacher or an assistant taking that role. Leaders occasionally run private writing groups when one member first organized the group or has been around the longest. Otherwise, workshop groups will often lack any formal leadership.
There’s a difference between an organizer and a discussion leader. Organizers solicit for new members, remind everyone when the next meeting will occur, arranges for a location to meet, send emails and make phone calls, and so forth. This is all important work (and harder work than it looks), but it doesn’t imply that the organizer should lead the group discussion.
I suggest rotating the role of discussion leader around the group. Round-robin through the members, skipping writers when their manuscript is under discussion. (The writer whose work is under scrutiny should never be the discussion leader.) Or, if multiple writers are “under the knife” at each meeting, let the writer not under discussion lead the group, and then switch the role to the other writer.
A lot of writers express disdain for discussion leaders, or for any manner of hierarchical organization. I would love to agree, but experience has taught me otherwise. There’s tremendous value in having someone appointed to direct the flow of the conversation and cut it off when it’s deviating from the agreed-upon format. I’ve witnessed a few situations where such a leader could have saved a group discussion, and even the group itself.
If you’re organizing a workshop, or are in a workshop and looking for positive change, I hope this ignites ideas and discussion. If you use any of these ideas, let me know in the comments below or via the social networks.