Showing posts with label Creative Writing. Show all posts
Showing posts with label Creative Writing. Show all posts

Thursday, April 29, 2021

Representation and appropriation

 A hopefully-growing list of creative writing type links.

In terms of writing advice, these are a bit more leftfield but relevant in various ways:

Snippets:

“Perhaps instead of thinking of identity as an already accomplished fact, which the new cultural practices then represent, we should think, instead, of identity as a ‘production,’ which is never complete, always in process, and always constituted within, not outside, representation.” -- Stuart Hall

"Bearing in mind that thoughtful pre-publication critique is your best defense against unintended resonances and associations, there are some steps you can take to ensure receiving helpful critiques—and some steps you can skip. To begin with, it’s worth noting that not all those who felt the story’s resonance with the Nazi Holocaust were Jews or descendants of other groups victimized by the Holocaust. That’s good, because it means you don’t have to have a preconceived idea about who you may be unintentionally offending. And you don’t have to run your manuscript by people with exactly the same ROAARS traits as your characters. What you need is a pool of reasonably intelligent, well-informed, and articulate readers." -- Nisi Shawl and Cynthia Ward

"Against this revivalist definition of culture, we need a a materialist conception which looks at culture not as spiritual or religious heritage but as a set of material practices through which people live and produce the meanings of their lives. The starting-point for such an analysis is not the heritage of the past but the actual realities of the present, and one of the things that most crucially matter, then, is the degree of access to cultural goods — such as education or training in the arts — that different classes and social groups have in real life. When we look at culture in this way, we immediately recognise that social conflicts of various kinds, along lines of class, caste, gender, ethnicity, etc. actually leave very little room for all the people, or even majority of the people, to have roughly equal access to cultural goods, that may be shared by ‘a people’ or a whole nation to any significant extent." -- Aijaz Ahmed

"So I’ve tried to strike a balance in my own work, when I write about marginalized people whose experiences are different than my own. I aim for representation without appropriation." -- Charlie Jane Anders

"On reflection, it’s possible to see that Django Unchained and The Help are basically different versions of the same movie." -- Adolph Reed Jr.

"One trend we have noticed, with growing apprehension, is the ease with which the language of decolonization has been superficially adopted into education and other social sciences, supplanting prior ways of talking about social justice, critical methodologies, or approaches which decenter settler perspectives." -- E. Tuck and K.W. Yang

"Very often, I feel people are implicitly asking me for permission. And I understand, there is this weight of expectation and responsibility that you want to be free from. I desperately want to write with the freedom that I felt when I was ten, when I didn’t worry about what other people thought about my work or who was reading it. Self awareness can be uncomfortable, and you think perhaps this can help you return to that state of grace. [...] There is no simple fix that can be done once and allow you to stop worrying about cultural appropriation forever. It doesn’t work like that." -- Jeannette Ng

"You may notice that one profound difference has been left out of this acronym: class. This was a deliberate omission." -- Shawl and Ward


Tuesday, July 18, 2017

The First Draft and the Academy

Creative Writing pedagogy and assessment is often (and for lots of good reasons) oriented toward the mature or final draft. Where the assessment requires some kind of reflective commentary, for instance, the process of redrafting and polishing creates lots of fruitful material for discussion. Besides, many skilled creative practitioners encounter their own tacit competence as an inaccessible opacity. So the existence of multiple versions of the same creative work, layered with feedback or theoretical input, may help to bring aspects of the writer's creative practice into the realm of explicit argumentation and evaluation.

There are those rare writers whose work really does spill out fully-formed, and they are presumably a little let down by this emphasis. But I'm not really concerned with them here (mainly I'm just well jels of them). I'm more interested in the more common type of writer, whose work by-and-large gets better the more they revise it.

At PhD or MFA level, writers have a chance to submit novels, plays, feature length film scripts, collections of short stories, etc.: drafting them, revising them, reflecting on them, and buffing them to a sheen. The last metaphor is more appropriate for some writers than for others. Some writers like to correct their draft manuscripts; others like to wrong them. But what about Masters level? There's a good case to be made for offering the writer the option to attempt a full-length work, even though student-teacher contact hours, and the practicalities of marking, don't really allow for it to be developed and assessed in the same way it would be on a terminal degree.

Can a first draft be marked as a first draft? Would something like this be, I wonder, bonkers? Is it anything like this already on offer somewhere?

5,000 word excerpt (polished)
+
60,000-120,000 complete first draft, 1,000-2,000 words synopsis + plan for further development (30%)
2,000 word reflective commentary (20%)

The excerpt is assessed as normal. The rest is rapidly skimmed, with careful reading of a few random samples scattered throughout, and is marked on a different set of criteria. How complete does the draft appear? Does it appropriately lay the groundwork for the second draft? Does it appear to align to the synopsis? Are its weak and/or inchoate aspects addressed in the development plan? Are there lacunae or obvious continuity problems? The examiner is not primarily focused on skill or imagination, but on the preliminary sweat-of-the-brow of building a framework for later acts of skill and imagination.

I'm interested in the practicalities of this, of course, and also, really, the wider questions about the quantification of the provisional. Although I'm not sure what those questions are.