Patty Coleman

Me, A Writer?

            As a Literature major and future Junior High teacher, I never thought I would actually take a creative writing course. I have always dabbled with language, but never as a serious creative writer. I took this course as an elective, but I was also curious. I wanted to know if there really was a writer lurking inside me. I have learned a lot over the course of the semester and I am planning to take that knowledge with to my classroom in the future. I will probably continue to write in some form as well.

            I think the most important thing I learned this semester is that I can create more than I give myself credit for. I was not excited about the workshop atmosphere of this class. I was afraid that would stifle creativity because I had never shared my work with others. The idea of not only sharing it, but having to read it to the class terrified me. I persevered and learned that even I could survive public speaking. I cold also put words on paper and entertain others. My writing could go beyond University papers and required documents.

            I was encouraged to see that my love of reading would only benefit my writing skills. My husband loves to tell people that I do not read books, I devour them. I read constantly. I have passed on my love of books to my children and encourage my students as much as possible and many different types of works as possible. I don’t care what they read, they just need to read. Many of the students I work with are low level readers and it is so important that they read and increase their skills. Perhaps I could get to read my writing and help in that aspect as well.

            Our text, Three Genres, by Stephen Minot was one of my favorite reads. He did have some good advice though. For example, on page 48 he states, “Remember that when writing poetry (or fiction for that matter) your first loyalty is to the art form. Your goal is to write the best piece you can…After all, the reason we call these genres “creative” is that they are indeed inventive.” We had discussions in class about his focus on literary writing. He shied away from the mass market aspect and I felt that inhibiting in some way. I am not sure if that is the right word but I felt like information was being withheld because he did not condone that aspect of writing. Of course we have take into account the focus of the course. We were there to improve our writing skills. Not sell a trash novel.

            We started the semester with poetry. That came pretty easy. I haven’t written anything since High School and at first I was a little panicked. As I stated in class, I wanted to create something beautiful for my husband. Instead I wrote about my students.  I assume this topic came so easily because I spend so time with them. On page 46, Minot states, “The first source of poetry, then, is all about you in the form of sensory impressions.” Working with special education students definitely leaves an impression on your senses.

Once I sat down to do the writing, it flowed out of me. But reading it to class and getting so much feedback was the best part. I know I am not a writer but everyone was great. The comments were very helpful and the poem turned out pretty good in the end. Although I am not sure how well it stands up to the five fundamental qualities that distinguish poetry from prose. These are listed as line, images, sound, rhythm, and density on page 1 of our text.

            I loved Minot’s idea that, “Poetry is by nature sensate- a genre of senses.” In class we elaborated that this meant sensory pleasure of auditory sound and visual imagery; a poem should please the ear and the mind’s eye so the reader is both hearing and seeing at once. This describes how I read perfectly. If I am reading something that I can’t visualize, I lose interest quickly. But this is not limited to poetry for me. I want to visualize everything.

            From poetry I walked away with a journal. Before, I had toyed with the idea of keeping a journal. I never found the time to write in one though. My poem was born in journal writing. I carried a piece of paper with me and jotted notes at work. Those notes gave birth to my poem. I decided I would try journaling once again. I have a journal and I have begun to keep notes in it. Of course like all wonderful intentions, I am not very disciplined in the art as of yet. I will continue to train myself in hopes that this to can be passed on to my future students.

            After poetry, we moved on to fiction, my real nightmare. Before this class, I had never even considered writing a piece of fiction more than a page long. I really didn’t think I had it in me to put that much together. Poetry is short and sweet. Fiction is complex and work. I tried to keep in mind that I was writing an invented piece that was for entertainment. I was going to try to sell it or pass it off as perfection.

            I could relate so well to what I read on page 175 of our text. It states, “Revealing all the uncertainty, frustration, rethinking, and revision that goes into most stories makes the process seem less like what it really is, a lengthy and often demanding effort.” Believe me there was frustration and uncertainty.  In class you emphasized that passing our work around several readers was important. I do this with everything I write. That is how I do a lot of my rethinking and revision. My readers ask questions and make comments. I make the needed changes and they read it again.

            They enjoyed reading my fiction so much more that reading the papers I am writing for my other classes. They really liked my fiction. They wanted to know why I haven’t written more. I think that is mostly laziness. I didn’t think I had what it takes to get a story on paper and I never really wanted to try. I did take one of those silly writing aptitude tests. Of course they said I had potential. They wanted me to take their courses. But maybe they were right and there is a spark in there waiting to get out. Only time will tell.

            As for the workshop format of the course, I have mixed feelings. Micah Goff, one of your former students, expressed some anguish with it and I have to agree with some of his comments. I am not a public speaker or a writer. I had a tendency to hold my comments to myself and let those more experienced students take the lead. It was a little intimidating knowing that some of the students worked in the Writing Center or had taken numerous Creative Writing courses. This was my first creative writing class and I wanted insight on teaching writing. I did get lots of great ideas. Of course we discussed in class some of the ideas to remedy the downfalls of our situation this semester. I did, however, love the idea of being able to write comments to the writer and give them back. I had problems thinking on my feet. I need time to think things through and work tings out. Having a copy of their story allowed me to do this. This is one aspect of the workshop that I would hold on to.

            Before class we were discussing the lack of some of our contribution amongst ourselves. I know I contributed very little but I have already stated my reasoning behind this. One of the students in our class described how students were seated in a circle in a previous class. She said discussion went around the circle and each student was expected to contribute. IF a student was unable to contribute they were to say why. For example, “that is not in my expertise, I don’t know much about that subject, etc.” This would work well. It is very similar to the future set-up you described. Those of us who are reluctant to speak would be less likely to be lost in the crowd. And those students more willing to verbalize could be timed and limited.

            Another one of your former students, Sherry Mann, loved the student centered environment and had plans to implement it in her classroom. I fully agree with her. I loved knowing that coming to class would not involve three hours of lecture. I liked the student led discussions and not putting the writer on the spot each night. It felt a little safer knowing you would not be alone at the front of the room. It was great how we were paired as well. You picked our partner and we had to make it work. Not knowing anyone in the class, I would have been reluctant to approach anyone. I enjoyed working with my partner, but I would not have chosen him myself. It was great how it worked out. I found his input very helpful and I hope I was of at least a little help to him.

            I do plan on teaching Junior High, and as I stated, I took this course to get insight on teaching writing. The course was nothing like I expected it to be. It turned out so much better. I am sure I will be using the workshop in my classroom. But I have also found out this semester that you have to be careful how you use it in the classroom.

            My daughter is a High School Sophomore and she is failing English because of a writing workshop. She is very much like her mother. She liked the stories she heard read and felt uncomfortable critiquing them. She does numbers, not creative writing. The teacher did the workshop in two phases. The writing part went fine. Each student submitted a piece for evaluation and she received a 100 for her participation. The teacher chose three, randomly, for oral reading and evaluation. My daughter felt these pieces were fine and was uncomfortable making comments on them. She received a zero. Any student not making comments on the works received no credit. I asked the teacher to send more information about her workshop structure but she never replied. I loved that I could put my comments in writing and give them back to the writer

            It is sad that students are being turned off to writing because of circumstances such as this. I hope to learn from my daughter’s experience and find a way to keep the workshop experience a positive one. I enjoyed being able to create my pieces. I want to be able to pass that joy on to others. The process was daunting at first but the support I received was wonderful. I am coming out of this semester with two creative pieces I did not have when I started and I have a little more confidence to continue writing in the future.