My Intro to Creative Writing class discussed Joan Didion’s “Slouching Towards Bethlehem,” “On Morality,” and “On Going Home” with regard to what they learned from the “Creative Nonfiction” and “Setting” chapters in Janet Burroway’s Imaginative Writing. After, they jumped into this exercise about place and how external details reveal internal information.
1. Write about entering a place that’s incredibly familiar to you (your dorm room, your car, etc., but not this classroom.) What do you notice? Use only concrete descriptions. Avoid emotional responses and abstractions. (5 min.)
2. Think of a time in which you returned to a place that was once familiar to you but to which you hadn’t been in a long time. (A childhood home, your old school, etc.) Write a scene in which you describe only your physical surroundings as you enter that place. What’s changed? What’s different? Compare and contrast your memory of the place with its current state. (5 min.)
3. Now write a similar sort of description about a time in which you entered a new place, particularly one in which you weren’t comfortable or one that has a culture that is unfamiliar to you (like Didion going into the Haight). Again, focus only on concrete details. (5 min.)
4. Read aloud your three entries. The class will then vote on which one was more immersive, compelling, and detailed.
5. Reflect: Why did the class choose that one? Did you write more about one than the others? If so, why do you think that is? As a reader, which one of these is more interesting to you? Why? Which one was the hardest to write? Why?
Overwhelmingly, the class chose either the second or third description as both seemed to reveal an internal conflict—the sense of something lost/irreparable or alienation. The best part is that the students didn’t write about these internal conflicts at all; rather, it was entirely implicit in the concrete details.
Today in Writing Out of the Ordinary the class animatedly discussed Kafka’s “The Metamorphosis” and Márquez’s “A Very Old Man with Enormous Wings.” During the last twenty minutes of class, they participated in the following exercise that asks them to transform a character into another creature in the spirit of Gregor Samsa’s overnight transformation or à la the “fearful thunderclap” that “rent the sky in two and changed her into a spider”:
1. Outline the narrative of an extraordinary—think of “extraordinary” in terms of its literal meaning, “outside the normal course of events”— event (the time when . . . i.e. you broke your arm skiing, you shared an airport shuttle with the mayor, the woman sitting next to you in 16A threw up on the plane window during takeoff, etc.).
2. Now, pick a character that you’re willing to change.
3. Turn that character into another creature (ghost, sheep, centaur etc.) but allow the world to stay familiar. Rewrite it with that in mind. What changes? What can stay the same?
4. Now, reflect. Is there a way to get to something you couldn’t by making this change? Does it change what’s at stake in the piece? How did you attempt to keep the world realistic even when there was a fantastical creature in the scene?
I also emphasized that the realism in magical realism isn’t simply that the context of magical creature is realistic but that the magical creature is also depicted in a way that seems real to that world of the story. What’s realistic in a fictional space can be different than what’s realistic in our lives. Other thoughts I encouraged: How does one keep the narrative squarely in the world of magical realism and not drift into fantasy? How does one prevent the fantastical creature from being thought of as only allegory? We’ll continue to think about these things as the magical realism unit progresses.
On the first day of my Intro to Creative Writing class, I ask my students to do the following exercise as a means of introduction.
1. Write down two lies and one truth about yourself. It’s ideal if students write about specific and concrete events. Avoid the mundane like “I like cheese” and small factual discrepancies like “I have six brothers” when really you have seven.
2. Share. The class will try to pick out the truth.
3. After everyone shares, students will pick one of their lies and write a narrative based on that lie. What’s the character like? How would they react in the situation?
4. Now, consider the true statement. What if the character also had had that experience? Rewrite the narrative of the experience knowing the character has the “true” statement as a backstory.
5. Questions to ask yourself during and after the rewrite: How has the character changed in your mind? Did the two experiences make sense for the character? What is “true” in this new narrative? What’s the difference between “truth” and believability? Can something be “true” in a piece of writing that’s not necessarily “true” in real life?
These questions should illustrate what sorts of inferences students might make during this exercise. Plus, they get to open up and introduce themselves to the class. I should thank Tom Balázs, my undergrad fiction professor, who used to do Two Lies and a Truth at the beginning of the semester. I hope the additions to the exercise encourage students to think about context and to create believable characters.
To jumpstart my Writing Out of the Ordinary students thinking about the weird and wild, I created the following exercise for the first day of class.
1. The class breaks up into groups of at least five. Each group designates a leader and forms a line.
2. Each leader reads an entry in Borges’s Book of Imaginary Beings for two minutes. (I used “The Bird That Makes the Rain,” “A Crossbreed by Kafka,” and the “Hare in the Moon” as they’re among the shortest entries in the book.)
3. The leader then returns to the group and whispers details about the creature to the next group member; each member then whispers it to the next until everyone has heard about the creature.
4. The last group member must write, from memory, a summary of the creature as it was last described.
5. Each group then hands the summary to the leader of an adjacent group.
6. The groups then brainstorm and write a narrative (daily routine, an encounter, origin story, etc.) for the new creature.
There’s several “translations” here that I asked my students to consider:
1. text to memory,
2. speech to hearing (multiplied by however many students are in a group),
3. intention of the writer (the last group member) to readers (the next group),
4. and information (transcription) to imagination (the narrative).
This exercise introduces students to a practice of imaginative thinking, asks them to consider readers’ relationship to text, locates significant and memorable details, and provides them with a chance to interact and thus establish a good rapport with one another—a boon to future workshops!