Get help with your CV, proposal, report, essay, project, poem, or even a letter! Totally free of charge.
Discouraged by an aimless and effortful morning’s writing, I go browsing for inspiration. Perhaps the University of Iowa Writing Center will have some wisdom. Sure enough, the first words I encounter are so to-the-point that I check to make sure the author isn’t peering over my shoulder:
I’ve noticed three frequently recurring traps that beginning writers tend to fall into when developing characters:
[First] The narrator or protagonist of the story will often be a barely veiled version of the writer himself (in this situation, secondary characters will often also bear a close resemblance to real-life people from the writer’s life). The first problem with this is that the story tends to become autobiography dressed up as fiction.
I feel exposed, caught red-handed making up a story about someone who talks, moves, reads, dreams, and fails like I do; someone who has friends, a sister, parents, and a house like mine. Disgruntled, I go to the beach, take refuge in the lee of an abandoned boat and pull my sunhat over my face. Footsteps pad along the wooden promenade; a bike creaks past. The protagonist is a thinly disguised version of the writer. Unbidden, my brain chirps: so what? Like the final click of a combination lock, this thought is succeeded by a heavy door swinging silently open. A stream of ideas tumbles out, insistent. I sit up, fish around for a pen and notebook, and start channelling:
Is that a bad thing? First novels have to begin somewhere – why is the writer’s life a less-legitimate subject?
I’m propped awkwardly on one elbow, holding the sunhat in place with my left hand. F Scott Fitzgerald – This Side of Paradise, Mavis Gallant – When We Were Nearly Young, Martha Gellhorn – The Fall and Rise of Mrs Hapgood, Evelyn Waugh – Brideshead Revisited, J.D. Salinger – For Esme – With Love and Squalor. I could go on, and on, and on, listing magnificent fiction starring protagonists who are quite patently “barely veiled version[s] of the writer” and are, unapologetically, “autobiography dressed up as fiction.” Plainly the implicit criticism of autobiographical fiction is nonsense. Why would a writing teacher suggest otherwise?
The problem with [creative writing] MFAs is they make you self-conscious before you should be. By telling you the stages of a writer’s development they make you want to skip through [them] but knowing and experiencing something are two different things. The self-consciousness doesn’t automatically make you better it just makes you self-conscious – this is only intermittently useful. Making dire blanket statements is lazy, and promotes the idea there is a formula to good writing – [an] ideology designed to keep people fearfully shelling out for MFAs. If I had it to do again I’d have paid off my credit card instead, or bought a round-the-world ticket and a Kindle and had something to write about.
The more I think about it, the more creative writing MAs seem like an audacious con. Writing is like having love affairs. You go through good, bad, ugly, heart-breaking, stupid, euphoric, and catastrophic iterations. You learn by doing, by making bad choices, by making good choices by accident and only recognising them as such in retrospect. There is a certain, limited amount you can absorb through studying the experience of others but, ultimately, when it’s you and the page, nothing anyone tells you is going to make your writing right. At best, you might start off being a little less wrong, but I imagine a good writer only gains a few metres competitive advantage by taking an MFA, and a bad writer will still be a bad writer – only armed with jargon.
If you wish to have a faculty for reading, read; if for writing, write…
if you wish to acquire a habit for anything, do the thing. – Epictetus
If there is a justification for teaching writing it is that most writers need deprogramming from the rest of their education. After a lifetime of rote learning, exam scores, grades, etc they need to rediscover the ability to not-much-give-a-fuck what anyone else thinks. They need to unlearn the habit of respect for authority. They need to trust their instinct and learn from the language itself. In The Autobiography of Alice B Toklas (a work of fiction U Iowa would presumably disparage) Gertrude Stein writes: “The English language was [my] medium and with the English language the task was to be achieved, the problem solved.”
A useful, necessary writing course is one that begins from the premise that great writing cannot be taught. Its function should be to protect writers – especially from excessive self-consciousness and self-criticism; to guide them around obvious pitfalls; and encourage them to write joyously, with increasing control and confidence. Good writers are invariably readers. They will absorb all the linguistic nutrients they need if they just stay rooted long enough. Writing courses should exist to give succor and space to think. Advice and writing exercises are only aids, toys for children to splash around with while they gain the strength to tackle deeper water.
NB: All of this is written with respect and appreciation for the wisdom and support of my creative writing tutors. Among other things they prompted me to read a number of excellent books based entirely on the authors’ lives and experiences.
A Portrait of the Artist as a Young Man – James Joyce
The Things We Used to Say – Natalia Ginzburg
Another Country – James Baldwin
To The Lighthouse – Virginia Woolf
Goodbye to Berlin – Christopher Isherwood
The Autobiography of Alice B. Toklas – Gertrude Stein