First Creative Writing Lecture of the Semester

Yes, that’s right. We lecture on creative writing. Thirty-eight students turned out to an introductory lecture. We were expecting 41. But five did not show who were on our lists.
What does one lecture about in creative writing?
Well, this week there was a lot of housekeeping. The programme leader came and talked about the programme. I talked about some specific module details. The other two tutors were introduced. We chose student reps. Six people volunteered. Usually it’s a struggle to find one.
Then there was the real content.
Usually, only a handful of our students have a portfolio of writing. This time, most of the room put their hands up to say they had. The secondary and tertiary education systems do not normally allow much space for creative writing.
I emphasized the need to write every day. They should set themselves a goal of two minutes – that’s right – just two minutes. Chances are, they’ll get started and end up doing two hours. I also pointed out how important it was to take part every week in the workshop and how this will actually make the completion of the assignment easier. I encouraged them too to keep a writer’s journal.
I pointed out how gradually the way they read will become different. They will become quicker and more critical. They’ll find they can’t read without critiquing but it does mean that they can enjoy texts in a different way.
And then there are all those activities that are to do with writing that don’t seem like work – people-watching, reading and watching films. Absorbing story in all sorts of different ways.
The biggest shock may have been, I suspect, that I told them they should be spending 200 hours on each module they’re on. They have, of course, already done some of the work. They’ve probably been doing it all their lives.

Tone in Writing

How do we define tone? We tend to recognise when it has changed. It’s more difficult to pinpoint when it is even and when it is working well. Is it to do with voice? What do we mean by voice, anyway? Is it to do with style? Are these not also equally difficult to define?
There is something about tone that changes according to who is writing for whom and who is speaking to whom. There are so many parallels between speaking and writing. They are both active communication skills – as opposed to the two passive ones – reading and listening. There is also talking which uses an active and a passive skill together. You can argue that listening can be active. Reading can also be proactive and in fact for a writer is it possible to switch off the jabbering editing voice which tells you what you can learn from the writer whose work you are reading? And of course, identifying the tone and how the writer has achieved that tone.
There are so many unknowns. Is it the words that are used, the complexity of the sentences, even the paragraphing that determines tone in writing? Are we talking about an atmosphere created? Is there something to do with rhythms and sounds?
Tone, style, voice, all important. Are they different? Are they the same? Are they related?

Writing isn't Just Writing

I say this because yesterday was my first day as a full-time lecturer at the University of Salford. Somehow, though, that is part of me being a writer. I’m employed as a writer, and the fact that I have an MA and a PhD in Creative Writing helps.

I spent much of yesterday in front of a computer screen, tapping away at this and that. I was doing all sorts of tasks which belonged to my job as a lecturer, which I have because I am a writer.

I even did some direct writing: I worked for about one hour on a proposal for a book about the Young Adult novel. I didn’t do any direct writing on my own creative projects, though I did check out some blogs of people I met at the weekend. And in my search for conferences to do with creative writing, writing for children and young adult literature, I stumbled across some web sites which gave me some more information about my craft and about other publications in the field.

During the rest of the day, I watched a little children’s television, and did some reading. I think these are both essential for someone who writes for children. I also took up a marketing opportunity. Our local SCBWI organiser is creating a web site showcasing us. She is producing a flyer about the web site for the forthcoming Manchester Literary Festival. I sent her two book covers and some blurb about them, along with links to my site in general, the pages where people can see more about my books and order them, and to my blog.

I did still fit in two hours writing, producing just under 2,000 words. But that is so automatic, it’s like cleaning your teeth. You feel terrible if you don’t do it.

Academic / Writer

Most of my writing yesterday was academic. I am wrestling with a book proposal which builds on my PhD thesis. It’s almost harder than writing from scratch. I’m submitting three sample chapters, one of which is actually the introduction. The chapters should be about 7,000 words long. Currently the one I’m working on is running at 5,800. I think, like I tell my students, I need to add more concrete examples.

I’m also making progress with the Creative Café. I’m getting quotes for designing the logo and getting the first bits and pieces printed. It’s potentially a very exciting time. I just have to keep fingers crossed that I get the funding.

I really value my job. It’s as if someone has said, “Gill we value what you do. We’ll pay you a retainer.” So, I have a living wage and get to do what I do anyway:

· Write books

· Give talks

· Critique other people’s work

· Talk to people about writing

· Write critically about writing and literature

· Go to interesting conferences

· Give papers at interesting conferences

· Research into interesting matters.

· Look for funding for projects

. Occasionally I get what might be described as a bonus. I get a royalty cheque or I go to a reading and sell a few books which my publisher has sold to me at a discount.

What a fun life!

Teaching and Learning

I really enjoy my job, working with Creative Writing students. Their work is good and they are always keen to hear suggestions which will make it even better. I find I learn, too, by looking at what is working in their work. Or what is not working and then seeing it again in my own, where I’d not been able to see it before.

I guess we all need to share our work with others at times.

I see two stages of sharing though: work in progress and then finished unseen work. I find it good to have both sorts of readers. As soon as a reader has seen work in progress, they can’t be totally objective about it. They can still be helpful. Afterwards, though, you do need fresh eyes.

We’re now talking at the university about doing more close reading. I think perhaps we do need to teach our students to read as writers. Does this take all the pleasure out of it? Or does having this extra critical stance add to the pleasure? I’m actually still tending to judge a book as being very good if it so absorbs me that much that I forget the critical stance. Mmm.

But yes, it’s interesting when I learn as much, from my students as they do from me – if not more.