Writing Workshops Are F**king Useless

I am a writer and professor, with an MFA in creative writing, and I detest the writing workshop. The writing workshop is widely considered to be the best means (at least in America) of forging an existence for writers, young and old, of harvesting the best of their work and sustaining their practice. As both a writer and a professor, and furthermore as a reader, this is something I find simultaneously ridiculous, infuriating, and depressing. In a field, perhaps the only field, quite literally named in the spirit of “creativity,” how is it possible that one mode of instruction, taught most notably at a small school in Iowa, has entirely won the day when it comes to the education of artists? How has the market been so cornered? How have the options become so limited? How have professors become so convinced that this method—in a field, it needs be mentioned, constantly being asked whether it’s something that can even really be taught; and this by writers, readers, professors, deans, parents and everybody else—that this method of instruction is simply the way? Especially when we’ve got mountains—almost all of literature produced ever—of evidence to the contrary? (...)

I think that workshops represent a pretty fundamental misunderstanding of what ought to be encouraged in the experience and expression of any young artist. They all seem tethered to history with very selective gaps that ignore the solitary plight of so many artists we now recognize as geniuses; they simply ignore what has made literature so vital and so powerful across time, and in my estimation they do so at their peril. Programs are still enjoying the novelty of their existence today—as I said, the numbers of applicants seem just fine, on the uptick even—but unwillingness to adapt and improve will almost certainly begin to strangle off this pink cloud, and reading accounts of bad experiences only hammers this home with vengeance.

Bearing this reality in mind, what are some feasible adjustments that might be made to the workshop model if this kind of discipline is not to become more of an homogenous soup than it already is, dense with justifiable complaint and dissatisfaction? If we can accept that there is a fundamental misunderstanding inherent in the model of sitting a beginning artist in a room of their peers and having their nascent works critiqued in a rote, occasionally praiseful, occasionally scornful, always misguided effort to uphold an arbitrary connection to a school in Iowa, then it would behoove us to look at that misunderstanding to find any clarities. How have writers, before the existence of any writing workshop ever, done what they did? How did Herman Melville write? How did Virginia Woolf? And here it’s important to not simply throw out the whole enterprise, because 1) I like my job, and 2) We exist in a culture already entirely hostile to this pursuit, and academic disciplines make adjustments constantly, so it doesn’t pull any rug of legitimacy out from under us to say we’re adapting, implementing new models, exploring other paths than the one that’s grown stale, and repetitive, and actively harmful in countless circumstances.

What do I do? I am presently adapting. What I’ve tended to do is preface my class with a note that workshopping is technically a requirement where I teach these courses, and thus I will give them demonstrations of the workshop experience, and I will work with them to comment on things in a useful manner in one another’s work, but that the whole of the class will not be tethered to this model. Instead, we do these things, but then I’ll introduce this notion of the literary/arts “salon,” an open environment, wherein we’re all struggling, all trying to figure shit out, and whether we might wish to share something one day, or talk about something we’ve read recently, or simply complain about how impossible it seems to be to get published, these are all treated as the real, useful stuff of writing, because, once they leave school, they are. I did this in a course where everyone tried, over the semester, to write a novella. I wrote one with everybody, based on a set of three possible prompts each week. Everybody attempted 1,000 words per week. Some days we all simply came to class and wrote. Some days we talked about novels we’d all been reading per the class list. Some days we’d circle up and share from our work, but never was it the case that one person found their work being the focus of critique for any prolonged period. This has nothing to do with discomfort. The simple fact is that art is not made by committees. Even in the cases of film, where arguably a group, i.e. a committee, is wielding influence over the whole, there are inevitably voices exerting more influence on the entire process, if not one single voice, and we as audiences are better off for this. This is an undeniable truth when it comes to writing. Writers are people, and thus they can occasionally benefit from social interaction as regards their work. Some of them might thrive on it, and might be highly receptive to critique, and might be able to implement those critiques in ways that endlessly benefit the work. This concoction of human being has yet to cross my path, but I’m sure they exist. For the rest of us, perhaps simply fostering a community where we feel comfortable pursuing our interest is the thing. Perhaps that’s plenty.

by Republic of Letters |  Read more:

Image: Unterberg Poetry Center (404)

[ed. Writing workshops - a niche topic for sure. What I found most interesting is the promotion of 'salons', or something like them ever since reading Hemingway's A Moveable Feast back in college and missing old philosophical/brainstorming sessions (in contrast to rote lecture/test classes). Basically, a more interactive, open-ended, ideas-based approach to learning, with lots of applications beyond basic schooling and education, especially in business. See also: The Salons Project.]

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Salons were an important place for the exchange of ideas. The word salon first appeared in France in 1664 (from the Italian salone, the large reception hall of Italian mansions; salone is actually the augmentative form of sala, room). Literary gatherings before this were often referred to by using the name of the room in which they occurred, like cabinet, réduit, ruelle, and alcôve. Before the end of the 17th century, these gatherings were frequently held in the bedroom (treated as a more private form of drawing room): a lady, reclining on her bed, would receive close friends who would sit on chairs or stools drawn around. (...)

Breaking down the salons into historical periods is complicated due to the various historiographical debates that surround them. Most studies stretch from the early 16th century up until around the end of the 18th century. Goodman is typical in ending her study at the French Revolution where, she writes: 'the literary public sphere was transformed into the political public'. Steven Kale is relatively alone in his recent attempts to extend the period of the salon up until Revolution of 1848:

A whole world of social arrangements and attitude supported the existence of French salons: an idle aristocracy, an ambitious middle class, an active intellectual life, the social density of a major urban center, sociable traditions, and a certain aristocratic feminism. This world did not disappear in 1789.

In the 1920s, Gertrude Stein's Saturday evening salons (described in Ernest Hemingway's A Moveable Feast and depicted fictionally in Woody Allen's Midnight in Paris) gained notoriety for including Pablo Picasso and other twentieth-century luminaries like Alice B. Toklas.