Through Frank Bizzaro’s discussion on creative writing pedagogy he finds perspectives on and suggestions for the creative writing and composition classrooms. He starts by questioning the assumption that writers don’t teach writing, that they only write. Bizzaro asks whether or not writers should have to “reflect upon the teaching they do in workshops,” and whether or not writing can actually be taught (288). He finds that many creative writers have been recognized for both their writing and their roles in pedagogy, Wallace Stegner being the most prominent example. He argues with the assumption that writers don’t write about writing by recounting literary criticism, which was and is often written by creative writers (289).
In fact, Bizzaro finds, “creative writers have generally acknowledged that their critical commentary on their students' writings constitutes much of their pedagogy” (290). There’s always been a discussion within the community about what exactly this criticism, this response to student writing should look like. So, not only has there been a standard within the pedagogy of creative writing; it’s also been reflected upon. Bizzaro claims that both creative writing pedagogy and composition instruction use responses to student writing to teach writing so that responses “no longer stand only at the end of that process” (297).
Bizzaro claims that a lack of imagination in the classroom has allowed for a settling in the “narrow range of skills to pass on to student-writers, and that there is much more that might be shared with students” (295). The author asks for a greater allowance for writing that takes liberties on the level of style. In both creative writing and composition student work, the choice of alternate styles allows students to “subvert the standard practices most young writers are taught to employ” (295). Bizzaro finds that “Composition instruction has also aligned itself with the usual goings-on of the creative writing class in its concern with stimulating the imagination. If alternate style is any indication, increasing stress is placed on the role of imagination in all writing” (297). Creativity in the form of non-normative writing styles would allow creative writing and composition studies to edge closer. Bizzaro writes, “creative writing pedagogy and composition instruction have shifted so that--though far short of being one and the same--they once again stand beside one another” (297).
Bizzaro, Patrick. "Should I Write This Essay or Finish a Poem? Teaching Writing Creatively." College Composition and Communication. 49.2 (1998): 285-297. Print.
In fact, Bizzaro finds, “creative writers have generally acknowledged that their critical commentary on their students' writings constitutes much of their pedagogy” (290). There’s always been a discussion within the community about what exactly this criticism, this response to student writing should look like. So, not only has there been a standard within the pedagogy of creative writing; it’s also been reflected upon. Bizzaro claims that both creative writing pedagogy and composition instruction use responses to student writing to teach writing so that responses “no longer stand only at the end of that process” (297).
Bizzaro claims that a lack of imagination in the classroom has allowed for a settling in the “narrow range of skills to pass on to student-writers, and that there is much more that might be shared with students” (295). The author asks for a greater allowance for writing that takes liberties on the level of style. In both creative writing and composition student work, the choice of alternate styles allows students to “subvert the standard practices most young writers are taught to employ” (295). Bizzaro finds that “Composition instruction has also aligned itself with the usual goings-on of the creative writing class in its concern with stimulating the imagination. If alternate style is any indication, increasing stress is placed on the role of imagination in all writing” (297). Creativity in the form of non-normative writing styles would allow creative writing and composition studies to edge closer. Bizzaro writes, “creative writing pedagogy and composition instruction have shifted so that--though far short of being one and the same--they once again stand beside one another” (297).
Bizzaro, Patrick. "Should I Write This Essay or Finish a Poem? Teaching Writing Creatively." College Composition and Communication. 49.2 (1998): 285-297. Print.