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Teach yourself by your own mistakes; people learn only by error. The good artist believes that nobody is good enough to give him advice. He has supreme vanity. No matter how much he admires the old writer, he wants to beat him. William Faulkner August 9, bunpeiris gmail. William Faulkner at Rouss Hall in Please follow and like us:. Share this:. Sorry, your blog cannot share posts by email. Skip to toolbar About WordPress.
Guidance is offered through the lists of recommended reading, and by following up the next section on examples and sources. A book about creative writing requires lifetime subscription to The Alexandrian Library, and my recommended reading lists scan only the eye-level shelves. That said, A man will read a library to write just one book' - Dr Johnson. Those lists are starting points. Since this is a book about, of all things, creative writing, I tried to keep my language open and personal, tuning out academic white noise - citations only when necessary, endnotes shown the door.
I welcomed into the book subjective and general values like pleasure, passion, experience, love, intuition, hate, pain and playfulness. Moreover, the book is written to be read from beginning to end, as a story of learning. It is not a hoard of tips, or a compendium of games.
I wanted to make a book that hits things fresh; one that is written from inside writing. While I do not disguise the difficulties of process, I celebrate its epiphanies, especially the euphoria of reading. Reading and writing are never- ending journeys. I wanted to remind myself of how it feels to be beginning as a writer, the first excitements of reading, the waking in created countries.
Creative writing - even clear writing - closes distances between us. It makes us wake up. What this book offers you is an introduction and an invitation. Think of it as a miniature stage: the matters that are closest to the covers are your entrances and exits. What is in the middle is play, where you are both the players and - with your acceptance of this invitation - those upon whom ideas and language play. Preface xiii I gathered the arguments and discussions from my own reading but also from others more deeply and widely read than myself.
I took examples of practice from hundreds of discussions with contemporary writers about their philoso- phies, influences and craft. I reflected on my own teaching of creative writing in universities, adult education, communities and schools; and co-teaching and observing teaching in the English-speaking world, especially the United States, Canada and in Europe.
Writing this book has been a chastening personal expe- rience, and my admiration for writers and teachers has increased inestimably. Errors in this book are my responsibility. Examples and sources for writers Readers who wish to become writers find resonance - even purpose - in state- ments on the writing process made by authors who have lived their lives by the word.pierreducalvet.ca/158184.php
The Cambridge Introduction to William Faulkner
I pepper the text with examples, and attempt to synthesise some of the best standard guidance. When thinking about the aims and processes of creative writing, literary biographies and autobiographies are a useful place to begin to find out about a writer's working methods and philosophy. The Paris Review interviews, downloadable at the journal's website, remain the best resource for testimonies by writers about their practice. There are other rich sources for this type of material Allen, ; Brown and Paterson, ; Burke, ; Haffenden, ; Harmon, ; Herbert and Hollis, In writing, what we leave half-said is as significant as what we spell out.
I signal a variety of key works and further reading that amplify, or exemplify, matters that need your closer attention, especially in regard to writing fiction, creative nonfiction and poems. There are several superb technical books on imaginative and formal writing Behn and Twichell, ; Bernays and Painter, ; Burroway, ; Fussell, ; Koch, ; Matthews and Brotchie, ; Novakovich, ; Padgett, ; Steele, ; Stein, ; Strand and Boland, ; on the practical and philosophical processes of writing fiction, poetry or creative nonfiction Addonizio and Laux, ; Boisseau and Wallace, ; Brande, ; Burroway, ; Dillard, ; Eshleman, ; Gardner, , ; Gutkind, ; Hughes, ; Hugo, ; King, ; Kinzie, ; Kun- dera, ; Lamott, ; Lodge, ; Oliver, ; Packard, ; Sansom, ; Stein, ; Zinsser, ; on creative writing, revision and rewriting Anderson, ; Bell and Magrs, ; Browne and King, ; Le Guin, ; Mills, ; Ostrom et al.
The Modernist Short Story: A Bibliography
On questions of style, you will find your own answers as you read and practise. Be sure to pack The Elements of Style Strunk and White, with you on the journey; it will take little room compared to what it offers so generously. Extensive quotation of primary texts is, unfortunately, expensive in permis- sions. I offer examples in the main text and epigraphs to chapters, but guide readers towards literature within commonly used anthologies, as widespread in public libraries as they are on international university reading lists.
You need not possess those anthologies to use this book. A and B.
General editor: Nina Baym, Norton, C, D and E. General editors: M. Abrams and Stephen Greenblatt, Norton, Writing Games Writing creatively can feel a little like working out logistical, even mathematical, challenges. Writing Games provide this elegant calculus in taut form. A bare page can terrify; a game simulates the real thing, or is a means of keeping your hand in, almost like playing scales.
With practice, simulations can become the real thing.
No writer creates a book at one sitting; they write it in stages, as passages, scenes and stanzas, and each stage requires several drafts. Writing Games clone this process, and are often true to the natural rhythm of literary production in that technique and style are often learned on the job.
There are many creative writing projects embedded in the text, as well as ideas and suggestions that students and teachers can use as starting points for games. Within the body of each chapter, I offer some self-standing games that help you explore its issues. Each project has an aim forjudging progress. Acknowledgements My wife Siobhan Keenan provided wonderful support, ideas and criticism. I thank my colleagues at the University of Warwick - above all, Jeremy Treglown, who took on all of my administrative and managerial duties during the period of composition; and my friend Peter Blegvad, whose drawings are a much- needed parallel world for the reader.
Peter Blegvad, with Maureen Freely, led me towards authors I simply would not have come across, left to my own devices. Thanks are due to the University of Warwick for research leave, and for a Warwick Award for Teaching Excellence, the proceeds of which were spent researching this book. Thanks to those who made life easier during the time of writing this book, especially Peter Mack and Thomas Docherty. I thank the thousands of members of the public, students, school pupils, medical workers, teachers - and writers - who let me play.