The second assignment in Creative Writing (aside from an in-class freewrite) invites students to practice using concrete imagery — language of the five senses — as well as imaginative associations / associative play to bring an “abstraction” to life. We discuss “showing” and “telling” — NOT merely how you’re supposed to do one and not the other; rather, how the two are different and have different uses/purposes. This exercise and assignment, though, is definitely about using SHOWING. (For a really important perspective/critique on some not-great implications/limitations of a rigidity that privileges “showing” over “telling,” see THIS amazing piece.
This is another “worksheet” brainstorming activity — it doesn’t have to be a worksheet of course, but I’ve found it handy at times. After a conversation and some terms-defining around imagery, figurative language, “connotation” and “denotation,” the function of the five senses, and the concept of the “abstraction,” we each choose one abstraction to take through the exercise.
We spend a little time in class sharing some of the associations/ideas/images we came up with — privileging the strange and surprising ones. The take-home assignment is to create a piece (any genre, any length), preferably titled with the selected abstraction, which creatively uses concrete/sensory detail (imagery) to bring that abstraction to life. I share some samples with students — I’ll admit nearly all of the samples are poems. I need to work on getting more genre variety in there. Here’s my notebook draft, then my typed-up edit with author’s note.
I am reminded every time I use this exercise of a shy and quiet high school student in a summer poetry workshop I taught years ago. He almost never spoke. When the workshop was doing a version of this exercise as a group that summer, we were coming up together with associations for the abstraction, “love.” We had decided that love drives a vintage baby blue VW bug convertible. We were speculating, I think, about where love would drive — and this young man spoke up quietly. I didn’t hear him at first, and asked him, gently, if he could repeat himself. “Love doesn’t have a driver’s license,” he said, dazzling us into appreciative, companionable silence. Everybody in the room that day agreed that love definitely didn’t have a driver’s license. I have never forgotten that!
1 thought on “Teaching/Learning in Progress: Second Assignment in Creative Writing”
I love this! Thanx so much for sharing it…..