I'm not alone in the emerging writer's dilemma of whether or not to get a Masters in Fine Arts. This was a question I considered off and on for the better part of four years, but the thought of juggling motherhood and forcing myself through the strictures and finance of a creative writing program made me keep putting it off, but ultimately, if I were to be honest, I'm not sure it's the idea of the slog that deterred me or rather, my continued doubts as to its touted benefits.
When I first started writing, I took some courses. Like everyone else, I observed my own curve of diminishing returns. I credit my beginner creative writing courses for opening up the 'short story' to me. Even though for years prior, I'd always guzzled down the Best American Short Stories, it wasn't until I took a course on how to write a short story that I began to understand the cog and wheel of it, and my appreciation of the form today -- its utter brilliance and illumination of the human condition, its ethereal prose (when it's done well, of course) -- is far finer than before I started writing. At some point however, I began to realize that these courses strive to produce a certain kind of writing -- the kind that Salman Rushdie deplored in his foreword to the latest Best American Short Stories collection -- stories filled with a bloodless, technical competence.
You can spot this kind of writing in a lot of the short stories published in the academic journals like Tinhouse or Ploughshares or Glimmer Train. Stories sprinkled liberally with words like "striate", "strafe", "rime", "rinse"; stories with labored prose, instead of simply saying, "I remembered", it's "My brain rolled up into a tube and my childhood rushed through it...". I'm not trying to knock the good work produced by these hardworking folks, and certainly, you're free to argue 'sour grapes' since I've never published in any of them. Aside from a couple of attempts though, I've not really pursued them too vigorously. One quick survey of the credentials of the writers they publish will reveal a majority (if not total dominance) of those with MFAs. Why waste my time to get a piece of paper that kindly thanks me for my worthless story? Or sometimes, not even that.
Articles challenging the benefits of a creative writing program are surfacing. As a topic, whether writing can be taught is certainly no stranger to any discussions in writers' groups or circles. I do read these academic journals -- the prose is often good, and I do get something out of them, but the stories seem to lack heart or life. Very seldom do they inspire me. Too many 'single middle-aged white woman' feeling lonely and disparaging romance (Lorrie Moore does it best, and everybody else who comes along later just seems like a copycat), too many 'divorce', 'adultery', 'disease' stories, many of these written by big-names with MFAs and appearing in the New Yorker.
In some ways, this topic is so old-hat, rehashed so often and argued cross-ways, left and right that I feel I can really add nothing to this space. Then comes an article by Louis Menand, called
"Show and Tell" in the New Yorker, essentially taking up the arguments of Mack McGurl in his recent book "The Program Era" (Harvard; $35) examining the rise and prevalence of creative writing programs in the States. Here's an astounding statistic: in 1982, there were 79 creative writing programs in the United States; today there are 822, 150 of them are MFA programs!
There are some interesting claims in here, some new things to think about.
McGurl places the rise of creative writing programs in the context of the educational history of post-war America. The surge of creative writing programs happened post World War Two, and the changes in funding were responsible.
Title II of the Servicemen’s Readjustment Act of 1944—the G.I. Bill—provided forty-eight months of tuition for veterans who enrolled in colleges and universities. More than two million veterans, a much bigger number than anticipated, took up the offer, and by 1950 the government had spent more money on tuition and other college costs than on the Marshall Plan. The key requirement of Title II was that the tuition assistance be used only for study in degree or certificate programs, which is why creative-writing courses grew into degree-granting creative-writing programs.
He goes on to argue that the rise of the creative writing workshop is the "most important event in postwar American
literary history"(emphasis mine). On its surface, it seems hard to argue with this, given the lack of epistemiological alternatives. His list of writers identified with university creative writing programs is long and notable, filled with eminent names, and his list of those who were students of programs is even more revealing: many (basically unknown to the rest of the reading world) are sellers of the short story and have made, at one point or another, the Best American Short Story or other derivations thereof :John Casey, Gail Godwin, Andre Dubus, John Irving, Ken Kesey, Robert Stone, Wendell Berry, Larry McMurtry, Ernest Gaines,Tillie Olsen, Michael Chabon, Alice Sebold, Richard Ford, Susan Minot, Rick Moody, Tama Janowitz, and Mona Simpson.
Menand paraphrases McGurl's argument about the impact of creative writing programs:
Still, the creative-writing program, unsystematic or even anti-system as it might believe itself to be, is a system. People go in at one end and they come out the other, bearing (like the Scarecrow) a piece of paper with a Latin inscription, but also bearing (unlike the Scarecrow) the impress of an institutional experience. The nature of that experience mutates as the folk wisdom of the workshop mutates—from “Show, don’t tell,” which was the mantra in the nineteen-forties and fifties, to the effectively opposite mantra “Find your voice,” which took over in the nineteen-sixties and seventies. McGurl suggests that these mantras encode shifting patterns of cultural assumptions—about identity, about work, about gender and class, and, of course, about what counts as good writing—and that they have had a big effect on the stories and novels that American writers have produced.
Menand agrees with this. His point his simple: we ought to pay attention to the way the system is affecting the outcome of postmodern American literature. Well, duh. Nowhere in Menand's article does he even talk about the rise of internet fiction, the proliferation of 'flash fiction', or fiction that makes it into print despite the lack of educational credentials of those writers (back to this in a moment). Nor does he address the deleterious effects of 'cookie-cutter' writing. Surely the answer to Salman Rushdie's 'bloodless technical competence' isn't to dump all creative writing programs (a case of 'throwing out the baby with the bath water') but perhaps a closer look at
how we teach them. Menand simply doesn't play out or extrapolate this argument of systemic effect at all. What effect? How effect? To this point, all Louis Menand would say is something along the lines of how a teacher's impact is a direct correlation of his personality. Some fun anecdotes here.
- Once, on the first day of class, Angela Carter, who taught at Brown, was asked by a student what her own writing was like. She carefully answered as follows: “My work cuts like a steel blade at the base of a man’s penis.” The course turned out not to be oversubscribed.
- One of Rick Moody’s teachers at Columbia asked the class to indicate, by a show of hands, how many found Moody’s work boring.
- Donald Barthelme, at Houston, assigned students to buy a bottle of wine and stay up all night drinking it while producing an imitation of John Ashbery’s “Three Poems.”
- Lish taught private writing classes that lasted from six to ten hours, a little like est training. He had students read their stories aloud to the group, and would order them to stop as soon as he disliked what he was hearing. Many students never got past the first sentence.
Let's not ignore the fact that the system of the creative writing program is self-perpetuating, with its own
raison d'etre and set of incentives. Many of the products of this system return to teach and publish under its academic aegis. Many more products are then manufactured, aspiring to the same thing. Sure, there's a bit of disgruntlement surrounding the extremely-reductionist truism -- those who can't write, teach -- but self-protection or not, the students of MFA programs who return to teach writing have their own brand of effect to impart. If you were not given the impetus or ideas or channels to which you can escape writing 'rather soulless' stories, why should you be expected to teach anything other than what you've been taught?
So we return to the same question: can writing be taught? The most prestigious writing program in the U.S. -- the Iowa Writers' Workshop -- apparently has this to say on its website: “We continue to look for the most promising talent in the country,” the school says, “in our conviction that writing cannot be taught but that writers can be encouraged.” Ok. You either have it or you don't. If you do, we can help you sharpen your talent. If you don't, come back and teach. Another way of saying: Can you teach writing? Yes, certainly. Can that someone taught then write? Who knows. Can they fudge it? Maybe.
The rub is: Usually, the people who do well in creative writing programs have probably a glimmer of talent, which helped the selection process, but do the programs help them to unearth more? Why is it that 'craft' is emphasized to the exclusion of art? Perhaps you can't teach 'art' but can you teach the process by which you access art, open up the channels to which you can explore 'art'?
The format of the workshop is an interesting one. Aspiring writers learn from other aspiring writers, with the teacher's critique given most weight. Scanning back over all the critique forums I've ever been in, workshop or private circles, how much did I learn? A lot, and it's not just how to make my fiction better, oftentimes the learning is inadvertent, unrelated, tangential. In retrospect, I probably learned more about the subjectivity and diversity of individual readers' preference, and I drew generalizations from that, more than I learned about how to write better.
Where do I do the bulk of my learning then? From reading. And not just MFA writing. I read classics. I read plays. I read short stories written by foreigners who have never been through the American mill of creative-writing-mass-process. I can't even say the authors of these books taught me; their
prose taught me. I'm still thinking through this, but I would wager : take a look at the literature you ask students of workshops to read. How much time is spent just reading and analysing? What are they reading? Who are they reading? How do they talk about what they're reading? How do you encourage them to 'think' about the stuff they read? These discussions shouldn't be just in the domain of bookclubs and reading groups. In all the academic workshops I've been in -- including the ones here in Britain, there's so much emphasis on writing and looking at each other's writing, there's very little time devoted to examining and thinking about 'great writing'. Is it possible that we might learn more about 'great writing' by examining how great writers do it so well? Why not devote more time to reading good writing, not just critiquing each other's bad writing?
Innovate your artistic explorations. It's such a hogtied belief that you can't make an artist. Talent exists in the raw. Yes, surely there are people squarely within this realm -- your Michelangelos and Picassos and Mozarts, who danced to an inner private tune. Look, I've not read the biographies of these great talents with an eye towards dissecting their genius, but could it be possible that they had an innate ability to extract vision and emotional/artistic process and inspiration from what's around them? If you buy this argument, is it possible to extrapolate further to say that you can actively and progressively assist and guide students towards the same goal? I'm not talking about those fiascos who can't produce things with any form of syntactical structure (they weren't being experimental, and really it would be kind to tell them to stop writing). I'm talking about the majority of 'cookie-cutter' writers coming out of MFA workshops achieving even a measure of prolific success in semi-elite journals everywhere in the United States.
Many, many people write well. (Might be why so many lawyers turn writers). They may not produce those gem-like sentences that turn your world like E.M. Forster or Jonathan Franzen did to me, but they can certainly produce cogent, persuasive, prose supporting cogent persuasive and even inspiring ideas. And they have good stories to tell.
What is the penumbra of literature outside the canon that they're introduced? How do creative writing programs propel or urge them to harvest these inner reservoirs? What cross-pollination of artistic venues are they challenged to seek? How many have been forced to enumerate or essay systematically on how they shape or stock their artistic vision?
Why do you like the 'literary styles' you like? What does your fictional prose say about you? I'll bet you a creative writing class taught in the manner of being on a psychotherapist's couch might yield more introspective (as opposed to navelgazing) fiction about the human experience. Or take your class to an art exhibit and have them talk about the interaction of their emotional responses to the visual art they see, and then write about it. See what comes out. It may not always be fiction. Yes, why don't people write more fiction-that-is-not-fiction in fiction writing classes? Would literature fall over dead if they did?
Flash fiction. Ought to be its own topic. I genuinely believe I'm a more daring, adventurous writer because of flash fiction. Most of which I read on the internet, not in print. Just imagine! People like Joe Young, Kuzhali Manickavel, Jimmy Chen, no MFA, no hype, just producing steady mind-boggling stuff. At heart, I'm a conventionalist, I like my plot and my structure, but if I hadn't read these new frontiers, I wouldn't have seen how limiting and soulless some of the contemporary short story world is. I too might turn my eyes only on self-perpetuating the system.