The article Show and Tell by Louis Menand, examined the question: Should creative writing be taught? In his analysis, he provided historical data to help readers understand the reasoning behind the question. As I read the article in depth, I begin to reflect on experiences as a participant in the Writing Project. The exercises and conversations about writing sparked a deeper interest within me to learn more about writing. I left the project feeling rejuvenated and with a different perception about writing.
I always had a desire to write, but I never took the time to cultivate the skill or to explore the many facets of writing. In reading this article, I do disagreed with the comment, "In our conviction that writing cannot be taught but that writers can be encouraged" (Menand, p. 106).
I do believe that the mechanics and logistics of writing can be taught, but the writer must develop their own style of representation pertaining to writing. I always wanted to know, Who defines what symoblizes good writing? Because, I have read literary works that was totally confusing and absurd, but they were regarded as classics or high representation of good writing. Is the quality of writing more important than the meaning the writer is trying to convey?
Writing manipulates the heart and stimulates the mind.
Stegner stated that, "The work of art is not a gem, as some schools of criticism would insist, but truly a lens." (Menand, p.111) Writing is consider to be a lens solely depending upon the visual interpretation and creative representation of the writer.
How can teachers help their students to understand that writing is more than putting words on paper, and correcting any mistakes? Writing is a form of art, a process, that must be taught to help others express their hidden selves. "We must trust the process. If the process is sound, the product improves". William Zinsser (Kittle, p. 3) As a teacher I want to be able to help my students develop the craft of writing. I want to learn more about writing, so I can develop my craft as a writer. In the words of Donald Murray, "The daily practice of craft sharpens the writer's vision and tunes the writer's voice. Habit makes writing easy." (Kittle, p. 29)
I want writing to become a habit in my life, so I can sharpen my craft.
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I applaud you for wanting to develop your craft as a writer. All students need to view their teacher as a role model and be able to see reading and writing as part of their daily lives. What better way, then to view their instructor reading and writing. I learned the importance of sharing my writing with my former intermediate level students many year ago. How could I expect my students to write various narratives, biographies, research assignments, and poetry, if I could not serve as a resource and guide through my own writings? I also advocated the process of "thinking aloud while writing" in addition to reading. This helped to draw students' attention to the craft of writing, in addition to the art of writing.
ReplyDeleteResearch does indicate that teachers who write outside of school make better writing teachers. I agree with Rochelle that a teacher needs to be a good role model and share written works. I once taught a poetry workshop to preservice teachers and could not expect them to write without examples. I first read to them an ode by Pablo Neruda and then one that I had composed. I thought that when I asked them to write that they would hem and haw, but they didn't; they set about the task very seriously. We had also discussed metaphors and brainstormed about topics for their odes. I believe that these were mechanical discussions, but what they produced was creative, if only to themselves.
ReplyDeleteAt the start of your blog entry you mentioned, "The exercises and conversations about writing sparked a deeper interest within me to learn more about writing. I left the project feeling rejuvenated and with a different perception about writing." From this it seems like the Writing Project was a very powerful experience for you. How wonderful to hear that you were rejuvenated about writing. I'm not sure when you participated in the writing project...but I was wondering how your perceptions of writing have evolved since then?
ReplyDeleteI agree with your statement that writing is an art and like any art should be viewed a process, but it seems like so often the notion of writing as a process is synonymous with the "stages" of writing i.e. brainstorming, prewriting, 1st draft, peer feedback, 2nd draft, final draft. These stages somewhat illustrate the idea process, but for me sometimes they distort it as well. Can an art really be compressed into stage? I mean…using words like “final draft” or “final portfolio” by their nature imply that writing has a finished, ultimate state of completion. From my experiences with the arts, there really is no final product. You come to a point of satisfaction with what you are trying to represent through your work and move on to the next idea, and depending on where the journey of creation takes you, you at times revisit the pieces before either to change them, pull ideas from them, or learn from them. Truly understanding what a process entails is part of understanding art as a process.
Part of me is also left questioning why composition and creative writing always seem to separate themselves into two different camps? How might this separation reflect particular values and beliefs about writing? Just look at an English Depts. in academia the two departments always seem separate from one another.
This is an interesting conversation connected to our dialogue about rubrics in class Monday evening. Like the others, I love the example you show your students by modeling writing in your own life. I love to hear that writing has fascinated and given life to people.
ReplyDeleteI'm curious how you grade your students' writing? What has your assessment journey looked like?
I also like Jen's point from above. Why is creative writing and composition thought to be so mutually exclusive? What would it do to writing instruction if the lines were blurred? What would it do to academic writing if lines were blurred??
I totally agree that the mechanics and a variety of techniques need to be taught to students, and I also think that we, as teachers, need to allow students to use their own voices and creativity (and let students know that writing doesn't have to be perfect the first time or sometimes anytime-different writings require different writing situations). Otherwise how will their own styles ever develop and how will the students ever get out what they want to say?
ReplyDeleteI just love hearing about the NWP. I have never heard anything but good things about anyone who has experienced this. It must be a fabulous course to participate in. You seem so enthusiastic about teaching both reading and writing to your students. . . and I'll bet your enthusiasm is contagious in your classroom.