Writing Worth Reading
Writing Worth Reading
How would you describe creative writing?
Creative writing is an academic discipline. I draw a distinction between writing, which is what writers do, and creative writing. I think most people in the UK who teach creative writing have come to it via writing – they are bona fide writers who publish poems and novels and play scripts and the like, and they have found some way of supporting that vocation through having a career in academia. So in teaching aspirant writers how to write they are drawing upon their own experience of working in that medium. They are drawing upon their knowledge of what the problems are and how those problems might be tackled. It’s a practice-based form of learning and teaching.
But because it is in academia there is all this paraphernalia that has to go with it. So you get credits for attending classes. You have to do supporting modules; you have to be assessed. If you are doing an undergraduate degree you have to follow a particular curriculum and only about a quarter of that will be creative writing and the rest will be in the canon of English literature. If you are doing a PhD you have to support whatever the creative element is with a critical element. So there are these ways in which academia disciplines writing and I think of that as Creative Writing with a capital C and a capital W. All of us who teach creative writing are doing it, in a sense, to support our writing, but it is also often at the expense of our writing. We give up quite a lot of time and mental energy and also, I think, imaginative and creative energy to teach.
It is hugely rewarding, engaging with the students, but it is hugely frustrating as well, because the larger part of it is engaging with an institution. I’m sure I’m not alone in being very ambivalent about what I do!
Your first choice is Dorothea Brande’s Becoming a Writer, which for someone writing in 1934 sounds pretty forward thinking.
Because creative writing has now taken off and has become this very widespread academic discipline it is beginning to acquire its own canon of key works and key texts. This is one of the oldest of them. It’s a book that almost anyone who teaches creative writing will have read. They will probably have read it because some fundamentals are explained and I think the most important one is Brande’s sense of the creative writer being comprised of two people. One of them is the artist and the other is the critic.
Actually, Malcolm Bradbury who taught me at UEA, wrote the foreword to my edition of Becoming a Writer, and he talks about how Dorothea Brande was writing this book ‘in Freudian times’ – the 30s in the States. And she does have this very Freudian idea of the writer as comprised of a child artist on the one hand, who is associated with spontaneity, unconscious processes, while on the other side there is the adult critic making very careful discriminations.
And did she think the adult critic hindered the child artist?
No. Her point is that the two have to work in harmony and in some way the writer has to achieve an effective balance between the two, which is often taken to mean that you allow the artist child free rein in the morning. So you just pour stuff on to the page in the morning when you are closest to the condition of sleep. The dream state for the writer is the one that is closest to the unconscious. And then in the afternoon you come back to your morning’s work with your critical head on and you consciously and objectively edit it. Lots of how-to-write books encourage writers to do it that way. It is also possible that you can just pour stuff on to the page for days on end as long as you come back to it eventually with a critical eye.
There are two ways in which you can start to get that wrong and produce bad work. One is where you don’t allow the critic in at all. And so it is just a constant outpouring of unmediated automatic writing, which can become a kind of verbaldiarrhoea. And the other side of that is where you allow the critic too much authority and the critic becomes like a bad dad who finds fault with everything and doesn’t allow the child to produce anything. And that results in a sort of self-sabotaging perfectionism, which I have suffered from. I got very blocked, and I read this book and it unblocked me.
Good! Your next book, John Gardner’s On Becoming a Novelist, is described as comfort food for the aspiring novelist.
This is another one of the classics. He was quite a successful novelist in the States, but possibly an even more successful teacher of creative writing. The short story writer and poet Raymond Carver, for instance, was one of his students. And he died young in a motorcycle accident when he was 49. There are two classic works by him. One is this book, On Becoming a Novelist, and the other is The Art of Fiction: Notes on Craft for Young Writers. They were both put together from his teaching notes after he died.
On Becoming a Novelistis the more succinct and, I think, is the better of the two.
Andrew Cowan is Senior Lecturer in Creative Writing at UEA. His first novel, Pig, won the Sunday Times Young Writer of the Year Award, the Betty Trask Award, the Ruth Hadden Memorial Prize, the Author’s Club First Novel Award and a Scottish Council Book Award. He is also the author of the novels Common Ground, Crustaceans and What I Know. His creative writing guidebook, The Art of Writing Fiction, will be published in May. He lives in Norwich with the writer Lynne Bryan and their daughter Rose.
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