Creative Writing Fast Becoming Lost Art for Most

The Register Guard (Eugene, OR), April 14, 2009 | Go to article overview

Creative Writing Fast Becoming Lost Art for Most


Byline: GUEST VIEWPOINT By Paul Bodin For The Register-Guard

Are we becoming a society that has lost its connection to writing?

How many of us write daily entries in a journal or diary? Or spend part of our evenings or weekends on a collaborative family history, a book of recipes or a collection of poems? Who among us looks forward to drafting a long, rambling story to a friend? Or keeps up a running chronicle of our child's new discoveries?

How many of us write for pleasure or for meaning these days?

This isn't a matter of not having enough time to fit writing into a day. People easily could put a dent into their daily diet of media to allow for personal writing. Family writing projects could add new meaning to parent- child or sibling collaboration. It could offer another way for people to unwind. So why does writing seem to be so rare a daily life activity?

You may have noticed in the opening questions an omission of chat room or typical e-mail writing. Some of us do a large amount of text-networking, and this is certainly one form of writing. But I'm talking about times when we decide to undertake writing projects that cause us to reflect, ponder, plan, interpret, add nuance to our thinking, revise our word choice and, at times, feel proud of our efforts. And where we choose to set a higher bar of quality in order to better communicate meaning and emotion. In this kind of writing, there is a willingness to not necessarily accept the first "rush" of conversational text.

As an educator, this issue intrigues me because most of us have experienced - some would say endured - years of school-based writing assignments, skill lessons and drills, tests and assessments that focused on our ability to write effectively. Did our years in school give us - beyond skills, prompts and assignments - an intrinsic reason to write?

I teach a university class that focuses on writing and literature curriculum for students who are preparing to join the next generation of elementary school teachers. At the end of each 10-week course, I ask them to evaluate their own progress as writers. This final assignment comes after an immersion into writing where students have explored its many dimensions - from carrying around a small writer's notebook to giving and receiving feedback in peer writing groups.

Year after year, I find that two-thirds or more of my students generally don't think of themselves as writers, nor do they choose to spend time developing their skills and voice as writers. Their honest self-eval uations are sobering and in stark contrast to the exuberance they demonstrate during the course, when they draft, refine and share original writing pieces with peers. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Creative Writing Fast Becoming Lost Art for Most
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.