dear abby

robyn glaser

i confessed to abby, one of the 12 year old girls that i tutor in writing, that i'd never finished reading the book island of the blue dolphins {that was back in 4th grade, mind you} she looked at me in disbelief, "you mean you never found out what happened to her?!" abby was reading the book again {on her own accord} for a second time. she proceeded to pull a copy of the book out of her bag, "i have two, you take this one so you can read it again and finish it" and she put it on the table in front of me. and so, i will be reading island of the blue dolphins. the whole thing this time. i'd say i learned my lesson, but really, the reason i so firmly remember not finishing the book, lies in the fact that this was when, at a young age, i discovered my own reading style. i don't generally read for the story, i read for the words, the crafting of the sentences, and if i can't get something out of almost every sentence, i'm often not compelled to continue reading it. and if i do get something out of almost every sentence {virginia woolf!!}, i read each sentence over and over, and forget what was happening in the story. this sort of reading i like to call métro reading, as i often read the same book in the métro {mostly virginia woolf} because i could get distracted, the lights could do that momentary dimming thing then come back on and i'd be right back on enjoying the same sentence. {hmm..writing this now, i hesitate to wonder if this could potentially be deemed a.d.d. reading, but i dismiss this thought, because i do in fact concentrate on every word, often getting lost in the rhetoric somewhere under the streets of paris...}


julia galdo

anyway. i'm in the middle of maybe 15 books and enjoy them all in their own moment. this is not to say that i never read books for the story, and that i never finish, because on occasion i do both. but all through high school and college as a dramatic art and english major, i don't recall finishing many books. one night i had a paper due the next morning on shakespeare's love's labour's lost, and though i'd acted in it, i'd never fully read the text {but talk about a writer whose every line can stand alone} so, at about 2am i decided to write the paper on the placement and meaning of the apostrophes in the title. we proceeded to spend the entire next class researching and discussing the importance of the apostrophe in this play's title and the professor was very pleased. this was more of a creative attempt to get that paper written without finishing -- or even starting -- the reading process, and it was a time issue more than anything, as i adore shakespeare and getting lost in his sentences... and really, i've seriously been know to take interest in the use of apostrophes... but this is neither here nor there.


julia galdo

i just have the image of abby handing me the book and i was so enthralled and delighted with the fact that there's a 12year old out there who reads for pleasure, who doesn't live to spend every free moment on that wii thing, who adores writing as much as i do, and who {as i came to discover} reads multiple books at once and enjoys them all in their moment. we both believe that we get something different from the same books every time we read them. when abby and i work together, i sit across the table from her in the cafe where we meet, and i see myself in her, and know exactly how the spinning mind in that shy, genuine, sweet head is mulling over the details and the fantasy, the spectacle and wonder of everything that dances before her in her reality and plays in the imagination....but anyway, i should go, i have another book to read...