I talk about it a lot to my students. Musicality never came up in any of own writing education, and I can see why - we don't have the vocabulary for it. Phrasing is intuitive, and its difficult to articulate when it's on and when it's not.

One way to be aware of it, to teach to yourself, is simply to read work aloud. I love reading the endings of books aloud when I start nearing the end.

I talk about it a lot to my students. Musicality never came up in any of own writing education, and I can see why - we don't have the vocabulary for it. Phrasing is intuitive, and its difficult to articulate when it's on and when it's not.

I start with voice, maybe a sentence. That sentence might embody an image, and I go from there. One sentence to the next. Sound drives the work these days - sound before description.

Sometimes I need silence; sometimes I need voices around - but not too loud or distinctive. I guess it depends on the piece in question, what stage I'm in. I think some voices can help me not to try too hard - especially at the beginning stages. Does that make sense? By some voice I mean, low chatter in the room. When there's low chatter in the room, I'm a little more relaxed, my mind might be a little more open.

I wanted to dissolve the boundary between the outside world and the world of the relationships. Those events, with exception of the Mt. Saint Helens explosion, were happening in the real time of the book, as I was writing.

I wanted to preserve the feeling of remembering her just months after her death - the raw immediacy of it, so the drafts were really about getting the language right, getting the pitch right, keeping the voice austere and plainspoken.