This is really interesting. If you look back at the short story I posted yesterday, you’ll see that I have now edited one word. I have changed the line in question to
noting which pupils could now usefully be directed towards reading Jane Eyre and Northanger Abbey.
Because in the comments on my main blog, a reader wondered why only girls should be directed towards those books, as the initial text implied. That’s a very good question and the quick answer is self-evident. There is no good reason why only girls should read Austen and the Brontes. Indeed there are many good reasons why boys should read the full range of such classic literature.
The longer answer is more complex and more revealing. Writing this story, I was drawing on my own memories of A Level English, where, yes, we studied Keats. This is particularly the case because that first impulse to write this story was prompted by a friend I have known since that very class. It was her helpful phone that turned ‘varifocal’ into ‘verifcation’. We went to the same girls’ grammar school, so in my mind’s eye, the class I’m recalling is entirely female.
Then there’s the Twilight angle which you’ll see in the story. Again, I’m drawing on my own experiences going into schools these days and teaching creative writing. It’s invariably a dreamy-eyed girl who askes me if I’ve read Twilight. (To which my answer is always,’No, I haven’t got round to it yet, but I do read Kelley Armstrong and Patricia Briggs and now you’ve read all the Twilight books, why not give them a try’.) So once again, in that particular paragraph, my writerly subconsious is full of girls.
The key thing here is that while the longer answer is very illuminating, the shorter answer is the one that counts. Because there is no good reason why this line should only refer to girls. In fact, changing the word to ‘pupils’ actively improves the story in several subtle ways.
So there you go. A real-life, real-time example of the editing process and what it contributes to the books we read. Isn’t that great?