»

| Give a Gift |

  • Digital Edition

Workshop: A Rant Against Creative Writing Classes

1. LEPRECHAUNS, DRAGONS, AND ME

“Hey, can you really teach creative writing?” It’s a question that’s nearly bathetic in its longing for a simpler world, in which there was such a thing as talent and genius and wastebaskets full of crumpled pages. As silly and discredited as this question seems to be (considering there are over three hundred creative writing programs in the United States and more popping up each year), it persists, in one form or another, hidden in our conversations about literature like asbestos is hidden in the walls of our homes—too expensive to remove, so we deny its existence.

And yet, for those of us who actually teach writing, and therefore must regard ourselves as mythical creatures, like leprechauns or dragons, this question is a Superfund site waiting to be discovered every day of our working lives. The notion of writing as some inborn skill, like double-jointedness or the ability to guess the number of pennies in a cracker barrel, is at the heart of many difficult questions I face every day. Why don’t any of my students write second drafts? Why do I increasingly feel like my own skills are not only misunderstood but invisible? Why are my classes packed with students who wouldn’t know the proper use of a comma if one invited them upstairs and started playing Frank Sinatra albums to them? Students seem to think that there’s nothing for them to learn about creative writing. And yet, here I am, both leprechaun and dragon, teaching it.

The root of the problem—and I want to put this as glibly as possible because it’s a glib problem—is that the way we teach creative writing, in my experience, suggests that there is no way to teach creative writing. To put it another way: The problem is workshops.

It’s such a nice word, compounded of two words that couldn’t be lovelier, and yet in their unholy wedlock they mean, depending on whose frustration you’re addressing, “torture chamber” or “no one here really gives a shit” or “clueless coalition of cutups.”

These definitions are unfair, of course (especially that alliterative finale), but I must say with the determined certainty of a battle-scarred veteran that a workshop is anything but a shop where writers work.

As a product of creative writing workshops—and a guy who makes an almost middle-class living teaching them—my argument may seem akin to the rich heroin dealer yearning for God and a legal business. But, hey: Who can speak the truth about crime better than a criminal?

My truth, though, is not the one you’ve heard before. Creative writing workshops don’t, in my experience, churn out the same kind of writing. Nor do they encourage a personality cult centered on the instructor (on my weaker days, I wish). And they don’t destroy tender creative spirits. There’s no writer worth her salt who needs any help with self-destruction.

Rather, my primary objection to creative writing workshops is that they don’t work. Not, mind you, because they can’t work—it’s that they don’t work. There’s something rotten at the core of most of them, which makes them extremely unlikely to work.

2. A GOOD IDEA THAT BECAME A BAD IDEA

The writing workshop is the ugly stepchild of the seminar. The seminar, in which students work independently under one professor and then exchange their results through discussion, is, in some ways, the glory of our civilization. The idea behind it is, anyway: The whole is greater than the sum of its parts—a version of democracy, you might call it. This is probably the only thing I learned in college, but it was worth every penny, every day, every hangover.

The whole can be greater than the sum of its parts. This speaks to the spiritual dimension of the educational process, the way that human beings collectively can be better than human beings alone. A seminar is more than a collection of ideas volleyed around the room with the badminton racquets of intellect; a seminar is the replicating and transforming DNA of human thought. It’s an evolution. One day, you’re a tree monkey—the next day, you’re a Truffaut-quoting barista at a café (not a Starbucks).

But something goes awry when applying this model of learning to creative writing. Specifically, the workshop promotes the idea to young writers that their writing is required reading, that an audience is guaranteed. When really, postworkshop, no one will ever be forced to look at their work again.

It’s the first thing I tell my students: If you could understand, really understand, that no one needs to read your work, then your writing would improve vastly by the time we meet in this classroom again.

Also, that’s the difference between a seminar and a workshop. In my junior honors seminar at Berkeley, we read Paradise Lost because Paradise Lost demands to be read. We may not have known that when we walked in the door, but we sure as hell knew it by June. You could bury that poem for ten thousand years, let it be dug up by a culture that has forgotten our language, and within a decade people would be reading Milton again.

What happened, I think, on the road from seminar to workshop, was that we lost sight of the fact that we must write for an audience—an audience that is us (the people sitting around the table) but also not us (people who are sitting everywhere but at that table).

Reader Comments

  • haikuowl says...

    I never thought of it that way. I had always believed the importance of writing classes is the encouragement of students and networking. However, I get where you're coming from when you propose that writing, like anything, is more perspiration than anything else. I just recently got my BFA from Brooklyn College and even though my writing was praised there, I am still very insecure about my work. However, I know writing is something I definitely want to do and I am realistic about the whole thing. I don't go out there expecting to be the next Rimbaud. Your article has made me think a little more.

     

  • heavy hedonist says...

    Once I took an advanced fiction workshop with Professor Feldman at UB. Not easy to warm up to, this teacher or his approach. Not given to false kindness. He held the class tight, reining it in whenever it got too gentle, too complacent. He knew who was serious, who wasn't, who was writing to grind some personal axe and who might have a chance at writing for publication.He was fairly brutal, in many ways.There were no corners to hide in, with him at the end of the table, either in your writing or your critique. It was one of the best courses I ever took, an excellent example of what workshops can be but usually aren't.
    As I shift from writing group to writing group now, looking for guts and gashing, people who know how to give useful feedback or even at what point it should be given,I dream of workshops that are more than just "supportive." And after spending 10 years studying CW in two universities, I've seen damn few of them.

close
Article Permissions
Workshop: A Rant Against Creative Writing Classes (March/April 2008)
http://www.pw.org/content/workshop_rant_against_creative_writing_classes

In the details box below, please include information about the reprint permissions you'd like granted.

Thank you for your permissions request. We do our best to respond immediately, but it may take up to three business days.

Subscribe to P&W Magazine | Donate Now | Advertise | Sign up for E-Newsletter | Help | About Us | Contact Us | View Mobile Site

© Copyright Poets & Writers 2014. All Rights Reserved