Mr. Mason. Mr. Varner. Eric. Jessica. Angela. Mr. Banner. Mike. Coach Clapp. Tyler. Lauren. Ben Cheney.
How long did it take you to catch on that all of these are characters from Twilight? Now compare what you know about those characters to what you know of Prue from The Hunger Games, Pol from The Thief, or the Parvarti twins from Harry Potter.
It was only after I finished re-reading Twilight recently that I was struck with how flat Bella’s classmates and teachers are as characters. We know little about them. They don’t contribute to the plot. They are really there so they can be a foil for Bella (the boys by conveniently falling in love with her, unlike the boys in Phoenix). Bella herself doesn’t care about them, which makes her look bad. Jacob doesn’t even stand out in this first book. He is short and gullible for the first half and spends the second half carrying messages for his grandfather. I think those people are a lost opportunity from a writing perspective.
I suppose some of the blame for the writing quality of Twilight can be blamed on poor editing: “The room was familiar; it had been belonged to me since I was born.”
A quick scan of the first chapter reveals a lot of dashes, I think too many (too bad- I love dashes myself!). As I read further I realized that some of the dashes replace more appropriate punctuation. Sometimes there are word choice issues. Here’s a sentence I don’t like: “I pulled the faded old quilt over my head, and later added the pillow, too.” The word ‘later’ is jarring; perhaps ‘then’ would be a better choice. In other areas the sentences do not flow well together: “Maybe there was a glitch in my brain. But the cause didn’t matter. All that mattered was the effect. And tomorrow would be just the beginning.”
It may be only fair to mention here that Stephenie Meyer specifically calls herself a story teller and not a writer. That may be why I get the feeling that sentences don’t move beyond utilitarian to artistic. (In contrast I’m thinking of Shannon Hale’s writing, where it is not surprising when one bumps into some gorgeous sentences.)
There are some minor plausibility issues (besides the whole plot itself!). Edward tells Bella that she can’t smell blood and is surprised when she can. Where does his idea come from? Bella, by the end of her first week at school, can recognize most of the 300 students in her school. Really? And why must they take Bella back to Arizona? Couldn’t they hide her at their house and go on the offensive with the tracker?
There are definitely some telling versus showing problems. Edward sometimes speaks “with unfamiliar cadences and phrases that better fit the style of a turn-of-the-century novel…” I don’t remember any examples of that at all. I don’t even see how a speech of Edward’s, taken out of context, could be distinguished from a speech of Bella’s. I think it is Jane Austen who is supposed to be really good at writing distinguishable character speeches.
Turning back to character, why does Bella fall for Edward so unconditionally and irrevocably? Since Twilight is supposed to parallel Pride and Prejudice, let me point out that Darcy first begins to contemplate Elizabeth’s fine eyes and, along with the rest of us, is completely won over by her lively character. He later admires her for how she helped him see his own faults. In contrast, Edward initially stays away from Bella because he wants to kill her, but decides that he is so attracted to her he is going to try to be close to her anyway. This makes him look weak.
Elizabeth is turned off by Darcy’s pride, but as she gets to know him she begins to do his character justice. And it doesn’t hurt that he saves her family from complete disgrace. Bella, on the other hand, is never really turned off to Edward. While Elizabeth’s and Darcy’s characters help drive the plot in Pride and Prejudice, in Twilight the plot unfortunately appears to be driven by hormones.