The end of the school year was a little crazy. I guess that's what happens when you agree to help some deaf kids edit the music for the graduation video and you have to pack up your entire classroom because the front half of the building is being renovated next year. Oh, yeah, and finals ... I can't forget finals.
That's all in the past now. Summer's here, and I can focus almost exclusively on writing. (YES!) Fingerprints is looking better than ever after I finally rewrote the longstanding opening. Still waiting on agents. Echoes (the sequel) has been through some solid rounds of editing and feels a lot better than it did when I drafted it. The third book in the series is underway and getting some momentum now that I can spend more than an hour at a time on it.
To keep busy, I wrote another short story and submitted it to the Science in My Fiction contest. Results due July 21st. Submitting the earlier story to some other places. A friend pointed out another contest I might consider, if I can write a story under 2500 words in the next month.
All this happens when I'm not getting sunburned helping my parents work in their backyard.
If I need a break from writing, I'll spend some time brainstorming ways to get revenge on the student who dropped a water balloon on me at Field Day. Cue the supervillain laughter.
Thursday, June 17, 2010
Friday, May 21, 2010
English Class #1: Required Reading
A couple days ago I was eavesdropping on the weekly YALitChat on Twitter. It's too bad I was too busy to pick up more than just the comments from people I already follow, since the topic was how teachers influence what teens read. Some statements about required reading lists, curriculum, etc. caught my attention.
I thought back to my own experiences as a student. Honestly, I don't remember most of what I was required to read back then. I remember reading some Shakespeare (Romeo and Juliet and The Merchant of Venice) and A Tale of Two Cities in ninth grade. My teacher that year was smart enough to discuss the themes in a modern context so the books weren't just old and dusty to us. (There was a particularly heated discussion when he insisted that arranged marriages were the only intelligent way to do things.)
The rest of high school, though? I remember packets of short stories, but I don't remember titles, authors, or the stories themselves. There were probably worksheets involved.
You know what else I don't remember? The popular books for teens at the time. I don't think I read them ... too stuck in sci-fi land back then. Can anyone help me out? What was hot in YA back in the mid- to late-90s? Was there YA as such? I never considered myself a "normal" teenager, so I have no idea what was considered "normal" to read.
Is it the same story now? Nothing but classics, no current works? From the transcript of the chat, it seems to vary widely. I can only talk about what I know firsthand, at my current school.
We're lucky for a few reasons. Our classes are tiny (I think eight students is the biggest), so if teachers want to order copies of a current book, it's not a financial hardship. This year we started giving students two Language Arts classes - one for reading and one for writing. This means a lot more time for covering more novels. I know one of my colleagues tends to alternate - a book from the curriculum list, then one the students choose.
How do I influence my students' reading, especially as a math teacher? We have twenty minutes of required silent reading time after lunch every day. For that, I'm in the "I don't care what they read as long as they read something" camp, particularly because I have struggling readers that period. I happily help one girl understand the articles in fashion magazines and explain new words to a boy who reads online graphic novels.
Other than that, I keep a shelf of loaner YA books (which no one seems to expect from the MATH teacher). They see me reading them, and it's fun to discuss what they did and didn't like after they finish each book. The kids like series, so I've got Uglies, Hunger Games, Darkest Powers, and Mortal Instruments sitting up there.
And of course, students keep telling me to get mine published and add it to the collection.
I'm working on it. :-)
I thought back to my own experiences as a student. Honestly, I don't remember most of what I was required to read back then. I remember reading some Shakespeare (Romeo and Juliet and The Merchant of Venice) and A Tale of Two Cities in ninth grade. My teacher that year was smart enough to discuss the themes in a modern context so the books weren't just old and dusty to us. (There was a particularly heated discussion when he insisted that arranged marriages were the only intelligent way to do things.)
The rest of high school, though? I remember packets of short stories, but I don't remember titles, authors, or the stories themselves. There were probably worksheets involved.
You know what else I don't remember? The popular books for teens at the time. I don't think I read them ... too stuck in sci-fi land back then. Can anyone help me out? What was hot in YA back in the mid- to late-90s? Was there YA as such? I never considered myself a "normal" teenager, so I have no idea what was considered "normal" to read.
Is it the same story now? Nothing but classics, no current works? From the transcript of the chat, it seems to vary widely. I can only talk about what I know firsthand, at my current school.
We're lucky for a few reasons. Our classes are tiny (I think eight students is the biggest), so if teachers want to order copies of a current book, it's not a financial hardship. This year we started giving students two Language Arts classes - one for reading and one for writing. This means a lot more time for covering more novels. I know one of my colleagues tends to alternate - a book from the curriculum list, then one the students choose.
How do I influence my students' reading, especially as a math teacher? We have twenty minutes of required silent reading time after lunch every day. For that, I'm in the "I don't care what they read as long as they read something" camp, particularly because I have struggling readers that period. I happily help one girl understand the articles in fashion magazines and explain new words to a boy who reads online graphic novels.
Other than that, I keep a shelf of loaner YA books (which no one seems to expect from the MATH teacher). They see me reading them, and it's fun to discuss what they did and didn't like after they finish each book. The kids like series, so I've got Uglies, Hunger Games, Darkest Powers, and Mortal Instruments sitting up there.
And of course, students keep telling me to get mine published and add it to the collection.
I'm working on it. :-)
Friday, May 14, 2010
What (Teen) Readers Want
Since my writing efforts are focused in the Young Adult area, I'm lucky to have ready access to my target audience. In fact, I think I spend more hours conversing with teens than adults. Some will read anything you put in front of them. Others will tell you over and over how much they hate reading, but once in a while a book engrosses them to the "can't-put-it-down-even-for-my-favorite-class" level.
I've had a few conversations with my students lately about books we'd all read, and what they did or didn't like about them. After that, I asked them to describe what makes a book "good." Some interesting responses so far, and I'll add more as I collect them.
From a sophomore girl:
From a junior girl:
From another sophomore girl, an aspiring writer (can you tell?):
More to come, especially some guy perspectives. Anyone else out there have info on what teens are looking for in a good read?
I've had a few conversations with my students lately about books we'd all read, and what they did or didn't like about them. After that, I asked them to describe what makes a book "good." Some interesting responses so far, and I'll add more as I collect them.
From a sophomore girl:
DETAILS! [And after further prompting...] Of characters and settings.I love that she wants details from authors, but is reluctant to give many herself.
From a junior girl:
I am tired of the dumb chick, the unexplained dude. I think it should cover all types - romance, action, funny, and scary - in some way. I also think it should always keep me guessing!I had an entire lunchtime conversation with that girl about the "dumb chick" issue - or Stupid-Girl Syndrome. She could have gone on, and so could I, but I'll refrain for now.
From another sophomore girl, an aspiring writer (can you tell?):
I don't really know how to answer, but in my opinion, a good book must have a conflict, complex characters, and a well organized plot. Characters can't not have a personality; readers have to be drawn in by their personalities, good or bad. A well organized plot is necessary - you don't want to confuse people. If you don't have a conflict, it will be a never-ending story, droning on and on. The idea has to be original, too - who wants to read a story that has already been told before?I'll be sure to tell her Composition teacher she's been paying attention in class. *grin*
More to come, especially some guy perspectives. Anyone else out there have info on what teens are looking for in a good read?
Quick Update
I've been meaning to post for a while, but real life + writing has gotten in the way. (That's a good thing, right?) Here's the latest:
- Fingerprints didn't make the semifinal round of ABNA. That's all right, though. I'll have a post discussing my Publishers Weekly review soon.
- The first five pages (with the option to read a little more) are available for rating on WEbook's PageToFame contest. More for fun and curiosity than anything else. Rating other people's work is fun, too.
- "Assumptions" is being rated on WEbook's PageToFame Shorts contest. Totally just for fun.
- I "finished" the sequel to Fingerprints, tentatively titled Echoes. It's been through a few rounds of editing and beta reads, and little sis is working on a cover design (in case I end up going the self-pub route with this whole thing).
- The third book in the series (as yet untitled) is underway.
- An agent still has the Fingerprints full.
- Still working on short story submissions.
- Several queries out in the ether.
- Oh, yeah ... final exams and graduation are coming up.
Wednesday, April 14, 2010
School Talk: Jess M. Brallier
Students at my school (K-12) had a great experience today, hearing from Jess M. Brallier (author of Tess's Tree and involved in the publishing of Diary of a Wimpy Kid, among many other things). This was the culmination of our first Author Illustrator Competition, where kids school-wide wrote, illustrated, edited, designed, and produced books.
Very interesting to hear from "someone on the inside" here in our little school. I loved the beginning, when he introduced the concepts of publisher, author, and reader - especially since our students are deaf and very visually inclined. As publisher, he wore a smart blazer and coordinating hat, very sophisticated. As author, he wore a scary-loud plaid jacket with a fur-lined cap. As reader, he was a regular guy wearing a baseball cap.
After setting up two volunteer students as the author and reader (on opposite sides of the stage), he explained a publisher's role as getting the author's work to the reader. He did a great job explaining how this could involve getting it physically from the author's cabin in Wyoming to a bookstore in New York, or getting it translated into Chinese, or getting it published online.
The best part was knowing how huge this was for at least a couple students who I know want to become writers. Thanks to this, they know more about the process than I did at their age. I think all the students gained some insight into where books come from and how much goes into it.
Interesting note: The student who asked the most (and some of the best) questions was a self-confessed non-reader. I wonder if she was just curious because she knows I'm in the process of trying to get published. ;-)
Anyone else have interesting experiences with school talks by authors (either giving or seeing one)? This was more the publishing perspective, but what other information about writing do you think would benefit students?
Very interesting to hear from "someone on the inside" here in our little school. I loved the beginning, when he introduced the concepts of publisher, author, and reader - especially since our students are deaf and very visually inclined. As publisher, he wore a smart blazer and coordinating hat, very sophisticated. As author, he wore a scary-loud plaid jacket with a fur-lined cap. As reader, he was a regular guy wearing a baseball cap.
After setting up two volunteer students as the author and reader (on opposite sides of the stage), he explained a publisher's role as getting the author's work to the reader. He did a great job explaining how this could involve getting it physically from the author's cabin in Wyoming to a bookstore in New York, or getting it translated into Chinese, or getting it published online.
The best part was knowing how huge this was for at least a couple students who I know want to become writers. Thanks to this, they know more about the process than I did at their age. I think all the students gained some insight into where books come from and how much goes into it.
Interesting note: The student who asked the most (and some of the best) questions was a self-confessed non-reader. I wonder if she was just curious because she knows I'm in the process of trying to get published. ;-)
Anyone else have interesting experiences with school talks by authors (either giving or seeing one)? This was more the publishing perspective, but what other information about writing do you think would benefit students?
Sunday, April 11, 2010
ABNA "Vines" Reviews
Here are the full reviews mentioned here. As with any review, I agree with some points (and made changes to address those a while ago) and not with others. It's probably a good thing the first reviewer didn't get to see more of the story since ... um, yeah, it's sci-fi/fantasy. (Gulp!)
Review #1
What is the strongest aspect of this excerpt?
The main characters of this book are well sketched out and intriguing. Not over the top, utterly believable. (I would change the twins' names, though. Tasmin... all I could think of was tasmanian devil. Lareina... how do you pronounce that? It was distracting.) I would think the author has had some experience with the foster care system or with children having disabilities and disorders. I like that the author stays with the same set of characters from the first to the second chapter, adding new ones in gradually. Every other excerpt I've read jumps from one set of characters to another. The author is spinning out her story from one chapter to the next, building on the growing foundation. It's likely the narrative will follow a well-thought-out arc, not bounce around in episodic vignettes.
What aspect needs the most work?
Although I like all the many and varied characters, there is the possibility of the author going over the top with quirky and unbelievable characters. He/she will have to show some restraint, given the group home setting with the wide range of disabilities and disorders. While it is refreshing to see that these characters are normalized and treated sensitively, I also would not like the author to start imbuing them with extraordinary abilities or senses... like the deaf Tasmin staring off in her trance-like state or the autistic Ryan: "Sometimes I think you see more than we give you credit for." Also, for what it's worth, I did't like the almost-rape scene. It could have been grittier or more detailed, so I'm grateful the author left something to the imagination, but nevertheless, all I can say is that I think it's uncalled for. Perhaps I'm out of touch with the reality of young adult fiction. I know The House on Mango Street is on reading lists for this age group, and I didn't like the rape scene there either, literary or not. I know the world is a hard place, yadda, yadda, yadda, but I don't feel like we need to shove it in a child's face every time she/he opens a book. (If the scene must be left in, I would rethink it. Lareina gets out from under Jonathan far too easily. She must be outweighed. How does she do it? The author implies Jonathan's in some sort of pain, but I wasn't sure why. What was Lareina doing to him?)
What is your overall opinion of this excerpt?
Of the excerpts I've read thus far, this is the book I'd be most likely to continue reading. The school setting resonates with young adults, as well as the varied peer interactions. The dialog sounds genuine for the age group, and the main character doesn't display any preternatural wisdom beyond her years. The author has given Lareina a sly sense of humor and a natural, though not cloying, sensitivity to others. I'd be happy to spend more time in her company in this book.
Review #2
What is the strongest aspect of this excerpt?
What a novel idea: two twin girls, one hearing impaired, growing up in a foster system, going to high school. The author takes this idea and runs with it, immediately drawing the reader into the story with great storytelling, some gentle ape appropriate humor, and immediate tension towards the end of the second chapter. By then, you are drawn to these diverse characters, and the event that ends the excerpt is truly surprising. This story has the potential to explore some interesting topics not frequently explored in youth adult fiction.
What aspect needs the most work?
My only hope that the attack at the end of the second chapter turns out well for these girls. By this time, you know and like them, and to have something so hideous happen concerns me greatly. I don't want this to be yet another female protagonist victim story, but one of empowerment for our girls.
What is your overall opinion of this excerpt?
This is truly unlike much of what I've been reading; two complete, interesting characters, set in an interesting setting, offers so many possibilities of what can happen. I am drawn to the uniqueness and novelty of the story, and feel that it is in great hands!
Review #1
What is the strongest aspect of this excerpt?
The main characters of this book are well sketched out and intriguing. Not over the top, utterly believable. (I would change the twins' names, though. Tasmin... all I could think of was tasmanian devil. Lareina... how do you pronounce that? It was distracting.) I would think the author has had some experience with the foster care system or with children having disabilities and disorders. I like that the author stays with the same set of characters from the first to the second chapter, adding new ones in gradually. Every other excerpt I've read jumps from one set of characters to another. The author is spinning out her story from one chapter to the next, building on the growing foundation. It's likely the narrative will follow a well-thought-out arc, not bounce around in episodic vignettes.
What aspect needs the most work?
Although I like all the many and varied characters, there is the possibility of the author going over the top with quirky and unbelievable characters. He/she will have to show some restraint, given the group home setting with the wide range of disabilities and disorders. While it is refreshing to see that these characters are normalized and treated sensitively, I also would not like the author to start imbuing them with extraordinary abilities or senses... like the deaf Tasmin staring off in her trance-like state or the autistic Ryan: "Sometimes I think you see more than we give you credit for." Also, for what it's worth, I did't like the almost-rape scene. It could have been grittier or more detailed, so I'm grateful the author left something to the imagination, but nevertheless, all I can say is that I think it's uncalled for. Perhaps I'm out of touch with the reality of young adult fiction. I know The House on Mango Street is on reading lists for this age group, and I didn't like the rape scene there either, literary or not. I know the world is a hard place, yadda, yadda, yadda, but I don't feel like we need to shove it in a child's face every time she/he opens a book. (If the scene must be left in, I would rethink it. Lareina gets out from under Jonathan far too easily. She must be outweighed. How does she do it? The author implies Jonathan's in some sort of pain, but I wasn't sure why. What was Lareina doing to him?)
What is your overall opinion of this excerpt?
Of the excerpts I've read thus far, this is the book I'd be most likely to continue reading. The school setting resonates with young adults, as well as the varied peer interactions. The dialog sounds genuine for the age group, and the main character doesn't display any preternatural wisdom beyond her years. The author has given Lareina a sly sense of humor and a natural, though not cloying, sensitivity to others. I'd be happy to spend more time in her company in this book.
Review #2
What is the strongest aspect of this excerpt?
What a novel idea: two twin girls, one hearing impaired, growing up in a foster system, going to high school. The author takes this idea and runs with it, immediately drawing the reader into the story with great storytelling, some gentle ape appropriate humor, and immediate tension towards the end of the second chapter. By then, you are drawn to these diverse characters, and the event that ends the excerpt is truly surprising. This story has the potential to explore some interesting topics not frequently explored in youth adult fiction.
What aspect needs the most work?
My only hope that the attack at the end of the second chapter turns out well for these girls. By this time, you know and like them, and to have something so hideous happen concerns me greatly. I don't want this to be yet another female protagonist victim story, but one of empowerment for our girls.
What is your overall opinion of this excerpt?
This is truly unlike much of what I've been reading; two complete, interesting characters, set in an interesting setting, offers so many possibilities of what can happen. I am drawn to the uniqueness and novelty of the story, and feel that it is in great hands!
Saturday, March 27, 2010
ABNA Quarterfinals
Yes, I made the cut. Look, here's proof. So far I've only seen a summary of the "overall impressions" bit of the second round reviews (the full reviews should be available on CreateSpace soon, I hear), but those summaries look pretty good:
Review #1 This is truly unlike much of what I've been reading; two complete, interesting characters, set in an interesting setting, offers so many possibilities of what can happen. I am drawn to the uniqueness and novelty of the story, and feel that it is in great hands!
Review #2 Of the excerpts I've read thus far, this is the book I'd be most likely to continue reading. The school setting resonates with young adults, as well as the varied peer interactions. The dialog sounds genuine for the age group, and the main character doesn't display any preternatural wisdom beyond her years. The author has given Lareina a sly sense of humor and a natural, though not cloying, sensitivity to others. I'd be happy to spend more time in her company in this book.
The first day after the quarterfinal excerpts were posted was funny. Apparently, I have enough tech-savvy friends (especially fellow writers) that my excerpt got downloaded several times right away. This led to shooting up the Kindle Bestseller chart, topping out at #17. That, in turn, led to some poor souls downloading the excerpt to their Kindle and wondering where the rest of the book was. (I take the fact that they wanted to continue reading to be a very good sign.)
So I'm adding another item to my Things to Do While Waiting on an Agent list: reading the other 249 excerpts in the YA category. I've already done eighteen (took notes, but haven't posted reviews for all of them yet). Not a bad start. I should be finished by April 27th, when the semifinalists are announced, right?
I just hope all the reading keeps me from thinking too much about the fact that a reviewer from Publishers Weekly is reading my full manuscript.
Review #1 This is truly unlike much of what I've been reading; two complete, interesting characters, set in an interesting setting, offers so many possibilities of what can happen. I am drawn to the uniqueness and novelty of the story, and feel that it is in great hands!
Review #2 Of the excerpts I've read thus far, this is the book I'd be most likely to continue reading. The school setting resonates with young adults, as well as the varied peer interactions. The dialog sounds genuine for the age group, and the main character doesn't display any preternatural wisdom beyond her years. The author has given Lareina a sly sense of humor and a natural, though not cloying, sensitivity to others. I'd be happy to spend more time in her company in this book.
The first day after the quarterfinal excerpts were posted was funny. Apparently, I have enough tech-savvy friends (especially fellow writers) that my excerpt got downloaded several times right away. This led to shooting up the Kindle Bestseller chart, topping out at #17. That, in turn, led to some poor souls downloading the excerpt to their Kindle and wondering where the rest of the book was. (I take the fact that they wanted to continue reading to be a very good sign.)
So I'm adding another item to my Things to Do While Waiting on an Agent list: reading the other 249 excerpts in the YA category. I've already done eighteen (took notes, but haven't posted reviews for all of them yet). Not a bad start. I should be finished by April 27th, when the semifinalists are announced, right?
I just hope all the reading keeps me from thinking too much about the fact that a reviewer from Publishers Weekly is reading my full manuscript.
Sunday, March 21, 2010
Keeping Busy
Progress! I have written another short story. I won't be posting it here, because I have hopes of submitting it to a few places. (Imagine if it got accepted - I'd have a publishing credit. How snazzy!) Just under 4000 words, so about four times as long as the first attempt. The first was just a fun little exercise to see what happened if I tried. This one I took more seriously. If anyone's willing to offer some feedback, drop me a line.
I've also gotten back to the sequel for Fingerprints. Wrote several pages, knowing that I was likely to cut most of one scene. I had to write it to get things rolling again, but as a scene, it wasn't going anywhere. SNIP! I hope I can keep pushing forward on it. It feels like it's a third of the way (or maybe halfway) through, so I'm curious how long it'll end up.
Meanwhile, the day job has plenty going on as well. State testing this week, which I have to miss my morning classes to administer every day except Thursday. Seven of my students (including my entire Pre-Calculus class) will be leaving for Europe Tuesday afternoon and will miss the rest of this week and next. Oh, and I've been procrastinating a final project for my professional development class.
All this has helped a great deal in keeping my mind off the next round of cuts for ABNA (happening Tuesday) and the full I have out to an agent. I prefer stressing about things I have some (if little) control over.
I've also gotten back to the sequel for Fingerprints. Wrote several pages, knowing that I was likely to cut most of one scene. I had to write it to get things rolling again, but as a scene, it wasn't going anywhere. SNIP! I hope I can keep pushing forward on it. It feels like it's a third of the way (or maybe halfway) through, so I'm curious how long it'll end up.
Meanwhile, the day job has plenty going on as well. State testing this week, which I have to miss my morning classes to administer every day except Thursday. Seven of my students (including my entire Pre-Calculus class) will be leaving for Europe Tuesday afternoon and will miss the rest of this week and next. Oh, and I've been procrastinating a final project for my professional development class.
All this has helped a great deal in keeping my mind off the next round of cuts for ABNA (happening Tuesday) and the full I have out to an agent. I prefer stressing about things I have some (if little) control over.
Sunday, March 7, 2010
While Waiting
I got my first request for a full on Friday (prompting a weekend-long happy-dance). While it's not out on an exclusive basis, I have various reasons for waiting a bit before querying further. Thus, I find it's time to make a list:
Things to Do While Waiting on an Agent
Things to Do While Waiting on an Agent
- Work on the sequel (I know, I know ... sell the first one first.)
- Try hand at short stories (First attempt seen here, more "sincere" attempt underway.)
- Reorganize a closet or two (or three ...)
- Do stuff for the day job (Should this be higher on the list?)
- Consider learning another language (ASL? Check. French? Semi-check. Spanish, which would be particularly useful? D'oh!)
- Watch episodes of Mythbusters and Dirty Jobs (Am I the only one waiting for these two shows to collide?)
- Back I've Been Deader (Hey, where'd that come from?!)
- Reconsider languages (I wanna learn Welsh ... but why?)
- Ponder what would happen if Roombas became self-aware (I mean, really, think about it.)
- Read "real" books (Got a stack of seven waiting for me.)
Thursday, February 11, 2010
There Are No Rules
Okay, maybe there are rules of writing. But not as many as you think, and very few without exceptions. Everything else could be labeled suggestions, guidelines, or generally good ideas.
If you write a novel completely in Yoda-speak, that probably won't fly. Can I unilaterally declare a rule against that?
So, let's look at the so-called rules.
Does it have to be this complicated, though? Rather than obsessing over "rules" and how to follow them/when to break them, I ask myself the following questions:
If you write a novel completely in Yoda-speak, that probably won't fly. Can I unilaterally declare a rule against that?
So, let's look at the so-called rules.
- Prologues are prohibited. I've seen many bad prologues - unnecessary, gimmicky, long-winded ... it goes on. Some prologues, however, are dynamite and serve a particular function. For a much more qualified opinion on the subject, check out this blog post.
- Avoid adverbs/adjectives. In my cyber-travels, here's what I've learned: It depends. Awkward and pervasive modifiers are a problem. Piling as many as four adjectives in front of a single object bugs me. Audience matters, too. Middle Grade and Young Adult are likely to have more of these words, and particular genres favor them more than others. And let's face it - sometimes they're the best way to get the message across.
- "Pass" on passive voice. Constant use of passive voice would annoy me. Even more annoying, though, is when people misidentify something as passive. The presence of a "to be" verb form doesn't automatically mean it's passive. Besides, I've found sometimes I want the passive form to change where the emphasis is placed.
- Say only said. Dialogue tags are a big issue. Too many kill the flow. Too few can cause confusion. Then there's the question of what the tag should be. Again, I contend audience and genre are something to consider. I stick to "said" unless I have a reason not to (so I follow the "rule" except when I don't). I've also found when there are more than two speakers, more tags are naturally needed. In that situation, "said" starts to feel really repetitive.
Does it have to be this complicated, though? Rather than obsessing over "rules" and how to follow them/when to break them, I ask myself the following questions:
- Will the reader spend more time unraveling the sentence than it takes to read it?
- Is anything distracting or jarring?
- Is anything ambiguous or confusing?
- Will the reader look at this section and say, "So what?"
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