Creative Writing in the Classroom
Penman for Monday, October 29, 2007
I was invited by the College English Teachers Association (CETA)—whom I had the pleasure of addressing a few years ago—to speak to them again last Saturday, this time on the topic of “Creative Writing in the Classroom.” Here’s part of what I told them:
THERE WAS a time, not too long ago, when creative writing was something people learned all by themselves. Workshops were unheard of. Aspiring writers toiled at their desks late into the night, scribbling away on thick pads of yellow paper, taking long walks along the seashore to ponder knots in the plot or the versification, then drinking themselves insensible to invite the company and benediction of sundry muses and spirits.
Today, writers still drink—some perhaps in fond and also foolish emulation of the poet Dylan Thomas, who died at the age of 39 from an overdose of alcohol—but they no longer, in a sense, write alone. They meet and work together in the classroom, in the creative writing workshop that has become a ubiquitous feature of the academe. Writers and wannabe writers are going to school in droves, attracted by new CW degree programs and course offerings that allow them to write what they want to write while earning an academic degree.
Some skeptics still wonder whether creative writing can really be taught and learned in school. CW programs have many detractors—even I have my doubts, from the point of view of return on investment, given the fact that only one or two students in a class of 20 will probably have both the talent and the discipline to become a good, productive writer 20 years down the road. Critics will say that people like Shakespeare, Poe, and Rizal never went to a writer’s workshop, nor picked up MFAs. That’s certainly true; they may not have needed them—but many people do. I don’t see why we can accept the need for piano and painting studios, but not for CW workshops. Like all the arts, creative writing requires tutelage—perhaps more so than learning the piano, because there are no real CW prodigies, no eight-year-old novelists. CW requires social experience, which simply can’t be rushed.
To move to an oft-raised corollary question, can CW be taught and taught well by non-creative writers? Much as I’d like to make everybody happy by saying yes, my more honest and pragmatic side says no. How can you teach students how to play the piano, if you can’t play it yourself? I don’t think a CW teacher has to be a great creative writer; but he or she has to have gone through the experience, to be able to predict, to answer, and to explain problems that students will encounter in the writing of poems, stories, and essays.
And let’s not forget that creative writers—even the best of them—don’t necessarily make good teachers. Writers can wax eloquent on the page, create thrilling passages and brilliant turns of phrase—and yet prove the most uncreative and soporific creature in the classroom. Like children, some are better seen than heard.
But having good, credible creative writers on the teaching staff might not be as absolute a requirement as it seems, for many creative writers have been inspired not only by other creative writers working as their mentors, but by great teachers of literature and of writing in general—teachers who have used literature to lead young minds in the exploration of other modes of thinking; teachers who have encouraged their students to express themselves, in their own words; teachers who find joy and fulfillment in nurturing talent that may even surpass their own.
In other words, much of the training and the formation of the creative writer takes place outside the CW classroom.
CW degree programs and workshops help in accelerating and refining the development of young writers, by providing a studio environment where craftsmanship can be emphasized. The old feudal relationship between master and apprentice is fundamentally what is at work here. Many of the ideas about democratizing the classroom that came into fashion in the 1970s—for example, the warm and fuzzy notion that teachers and students are equal, and that one can learn as much from the other—simply don’t operate in a workshop. The workshop teacher has to know much more than the student, and has to find a way of communicating that knowledge effectively, organically, because straight lectures don’t work in a workshop, either. Literary theory has some but not much of a place in the CW workshop; it is practice, practice, practice that matters most.
CW teachers have to make connections between the student’s work and those of the real masters of the craft—the great writers to whose work the students need to be exposed, within and without the workshop, the models that students can imitate and emulate. This means that CW teachers themselves need to be well-read in the canon, as well as they should be aware of new, emerging forms like graphic novels and blogs.
Workshop management is a tricky enterprise. Badly managed, the CW workshop can turn into a disaster, a traumatic experience for the students. Things turn bad when the teacher allows the workshop to be used as an arena for the clash of egos—including his or her own.
Workshops involve reading and critiquing the work of student writers; and being what they are, many of these works are drawn from the student’s own lives, making the writers feel extremely sensitive and vulnerable. To some students—including the smartest and most articulate ones—workshops can be a chance to show off, if not in the writing then in the criticism, and that impulse often leads to unbridled attacks or ill-considered remarks and witticisms aimed less at the work than at the person. In the worst situations, the teacher might tolerate or even abet this savaging. Instead of being a positive and nurturing experience, the workshop turns into a nightmare for the affected students.
But this can be prevented. Very early on, the CW teacher has to firmly establish the ground rules. In my workshops, for example, I emphasize the point that each story submitted—no matter how good or bad—is presumably each student’s best effort at that point, and deserves to be treated with a certain respect. That respect begins with reading the work. Stories need to be turned in a week before they get discussed, so no one can have a reason not to have read the stories. I expect every student to have a comment at hand—a comment that goes beyond saying “I loved it” or “I hated it,” and more usefully describes the work, and identifies its perceived strengths and weaknesses. I remind everyone that every work submitted—no matter how perfect the writer may imagine it to be—is a draft, and is open to criticism and revision. I emphasize the need for revision, and expect to see them in the final folio on which I will base my grades.
I expect workshop comments to be presented truthfully but tactfully; we do the writer a disservice both by being too kind and being too harsh—either way, the student fails to learn. In my workshops, the writer whose work is being discussed also has to listen to the comments, take note of them, and remain silent until the very end, at which point I give him or her an opportunity to speak and to address some of the points that have been raised. Workshops should also teach student writers to listen. It is their one and only opportunity to hear what reasonably intelligent readers truly feel about their work, and if the writer reacts too soon, all hope for a fresh and candid reading of their work vanishes.
If students cannot learn to write well in one or two workshops—and most of them will not—they can at least learn what to look for in the work of others, and in their own. This is the value of workshop criticism. They should be made aware that their most casual utterances can bear the gravest and often unintended consequences.
Do not allow yourself or the class to be distracted by noise. You will find—and I’m sure some of you already have—that the best readers and talkers in class are not necessarily the best creative writers, and vice versa. I have been pleasantly surprised by the work of some of my most timid students, and let down by some of the most articulate. Encourage sharp critical insights—but remember that, at the end of the day, it is the creative product that matters most, and which the student’s final grade will be most heavily based on.
There are rare instances when a student might be so offensive or inconsiderate or obstinate as to require a sharp putdown; in these cases, I will not hesitate to remind them who’s the boss. A student who thinks too highly of himself or herself—and yes, there will be those who think they know better than everyone else, including you (and indeed they might)—will sometimes respond to negative criticism by dismissing the workshop and its value, or by saying something like, “Well, I just wrote that story in one hour, so it doesn’t really matter much to me.” In these cases, I will not hesitate to tell the student not to waste my time and that of the others—and perhaps enroll in some other course.
More positively, I believe that every student has at least one good story to tell, and that it is the CW teacher’s job to help him or her find and tell that story in the best possible way.
I don’t tell my students what to write, in terms of giving them topics and attitudes. I remind them that these concerns are their privilege and responsibility, and that the point of creative writing is for them to be able to see and to represent the world in their own way, in their own words, away from the abstractions and generalizations of editorials and manifestos. I value ideas and principles as much as anyone else, and I would expect every student—especially my students in UP—to think critically about subjects like truth, justice, freedom, the nation, and the environment. But I also advise them to leave their righteous anger at the door and to trust their imagination, rather than their reason, to do their arguing for them on the page.
Fiction is a poor medium for polemics; that’s the province of the essay. Fiction works best with ambiguities, with casting doubt on what we take for the gospel truth. Fiction often reminds us that we do not really know who we are and why we do the things we do.




