Reflecting on Reflective Practice: Creative Writing in the Classroom Heidi Macpherson One of the main objectives of the University as laid out in the Learning and Teaching strategy is to “offer a dynamic, innovative and relevant curriculum, responsive to the needs of students, as well as a collaborative learning community.” At a time when there is much concern over “Mickey Mouse” courses, it is important to recognize the benefits of a curriculum that blends the academic and the creative energies of students, and “Creative Writing: Fiction Workshop” attempts to do just that. Particularly in its focus on reflective learning, it utilizes assessment practices which have been beneficial both within and outside the module. Structured around in-class writing assignments, the exchange of material, reading aloud, and redrafting, the module culminates in a final portfolio which includes a 1500 word reflective essay. The module aims to promote individual and collaborative creative writing skills, stimulate creativity in an academic environment, foreground the important of revision and redrafting, consolidate the students’ sense of their own authority as readers and writers of texts, and enable them to reflect both on their own literary practice and on the literary practice of the writers they will encounter in other modules. One of the unplanned benefits of the workshop is the increase in confidence that the students experience, a fact that has been made clear from the reflective essays I have received. Creative Writing Fiction Workshop is, as the title suggests, a workshop, which means that students work and the lecturer facilitates. I plan short 20 minute exercises, and ensure plenty of time for discussion, critique, and review. This format is initially daunting for students. As one student remarked, “When I first joined the Creative Writing Workshop, I think it is fair to say I encountered a group of terrified people.”1 When students take a module on Romanticism, or Shakespeare, or Modern American Drama, they know exactly what they are getting. It is more frightening—and more rewarding sometimes—for students to step into the space of the unknown. Their motives for attending the module ranged from vague hopes of publication, to wanting to improve their writing skills across the board, to a chance to do “something different.” What they learned ranged from techniques to avoid clichés, to how to respond to feedback from others, as well as how to give constructive criticism themselves. Their reflective essays trace the process they went through, from initial concern to later confidence, and address two points in particular: the importance of critique and subsequent revision, and the importance of helping others. One student remarked on her initial need for approval and direction; she wanted to be told exactly what to do, and how to do it, as if there were a formula for success. However, as the module progressed, she noted an increase in her own sense of authority as a writer, as well as a reader. When students began to realize that their fears were not anomalous, they were able to share their work with more ease, as the following example indicates: “As one who does not necessarily enjoy class participation I was pleased to find that once the initial
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I have been given permission to quote anonymously from the 2002-03 student essays, and I thank all the members of the two workshops for permission to do so.
discomfort of reading my work to others had been addressed, the positive critical reactions enabled me not only to progress my own writing but to confidently assist others in the development of theirs.” Several students made the link between their own feedback, and offering feedback to others. One student commented that watching the tutor offer feedback “in order to advise ways in which a story might succeed rather than fail” helped him to do the same, and receive similar criticism in a positive vein. Nearly all students recorded their initial discomfort with oral feedback, but by reflecting back on the process, they were able to see why it was such a vital part of the module. Students appeared to appreciate the fact that the workshop allowed for and indeed encouraged at least three perspectives: the writer’s own perspective, the tutor’s, and the rest of the group. It allowed for comparisons between very different styles, and helped students reach beyond their familiar ground or comfort zones to experiment. Not all experiments were equally successful, but as one student noted, “I even found that when people wanted me to completely rewrite something that they were still not attacking my ideas or what I was trying to say; they were merely trying to show me how to put it in more accessible terms.” If receiving feedback was difficult, giving it was even harder. One student commented that she “didn’t feel qualified enough” to critique others’ work at the beginning of the module, which was a familiar sentiment. Once students were able to put themselves in the position of the receiver, however, they felt more confident in being the giver, and bland sentiments gave way to more analytical and useful remarks. According to one student, “putting myself in the position of the reader” really helped this process. The result was an increase in confidence and communication skills, as students recognized the need for sensitivity—and selectivity—in offering feedback. One student remarked that the technique of constructive criticism is “challenging but one of the most valuable techniques I have ever learnt and practiced. I have discovered that criticism should only be used if an alternative idea can be offered.” What the students learned most of all is to expect to revise and improve their work. This is, thus, a truly formative process, which can be traced through the students’ work. Traditional essays don’t necessarily offer the opportunity to put into practice any advice given, but the fact that individual Creative Writing assignments were commented upon each week by students and the tutor, and that the final portfolio needed to show improvement from draft to final product, offered the incentive to make alterations. Students then recognized the responsibility the author has to his or her readers, as well as the fact that an initial draft can always be improved. Whilst it is possible to apply comments to subsequent essays, most students don’t have enough practice in that skill. In this module, though, students saw it as an integral part of the process, and one student actually noted that she looked upon comments as “a continuous learning tool.” An unplanned for but welcome “learning outcome” of the module was an increase in student confidence. This confidence manifested itself in stronger and fluent readings of their own work, more assured critiques of others’ work, and more confidence in other modules and outside university altogether. In reflecting back on our reflective practice, it is clear to me that the final essay, where the students step outside the creative side of the module into the more academic side, allowed them to:
Trace the process of initial unease and discomfort to greater confidence and explore why it occurred; Explore why revision is an integral part of any assignment, not just creative writing ones; Understand the importance of offering—and receiving—constructive criticism; Apply their experience of this module to their other studies.
Indeed, the benefits of this module extend beyond the 12 weeks of its life, which is why I’ve written up my experience of using reflective essays. It is important to remember, too, that if reflection is important for the students, it is vital for the tutor. My own reflections have helped me see what works—and why. In addition, it’s allowed me to see where perhaps I need to ensure more guidance, or more clearly explain the reasons behind particular tasks. Reflective essays are of particular benefit for Creative Writing courses, where writing isn’t just the end result, but the process, too. However, my experience with this module has encouraged me to make further use of reflective essays in my more “academic” modules. Tracing the process of learning isn’t an “easy” option; rather, it is the key to the whole process of independent learning. In conclusion, reflecting on reflective practice can also have other benefits, including offering positive feedback for lecturers. One student concluded her essay with this comment: “Whereas many of the modules I have taken have inspired me to do only what was required to pass them, this module has inspired me to write more often in order to channel my creative energies.” Nothing could be more rewarding than that.