I see writing as a craft. Almost like a trade. (Here's an analogy!) A great writer, in my opinion, is not much different from say, a sculptor. Both are artisans, to be sure. The byproduct of each artists hard work is something to be admired. A great writer, in my opinion, is an individual who makes the best use of the tools he or she has for creating his or her work, mixed with an enlightened sense of creativity, much like the sculptor. From Pearl to Perry, everything we have read this semester has been useful in gaining knowledge about writing, and what it takes to create effective writing, on somewhat of a mechanical level. Consider each lesson learned as another tool for creating. In order to help an individual become a better writer, I believe the instructor needs to make available as many useful tools as possible. Here's the catch- creativity cannot be thought. It can be stimulated, or enlightened, but not taught. Great teachers know how to do this (stimulate or enlighten, that is). Some ask their students to use their imaginations and fantasize about something that interests them, while others promote other interesting ways to spark creativity. This, however, can only go so far. It is my opinion that while the instructor is responsible for helping writers improve many aspects of their writing to some degree, not everyone can be imaginative. (consider an individual who has never picked up a hammer, and has no imagination, suddenly given the tools required for creating a masterpiece out of marble-not happening). What is my conclusion, then? Is all hope lost? Definitely not. If someone doesn't have an engaging story to tell, or has no imagination, they can most certainly still become great writers- of instruction manuals, late night talk shows, and most Hollywood scripts.
On a serious note, I believe the best way for someone to help prospective writers improve their writing is by giving them all sorts of creative suggestions and supplying them with as many useful lessons (tools) for composing their work as possible. Personally, I would start by listening to my students ideas for whatever it is they are planning to writing about, following their own process through to completion. Then I would offer constructive criticism as to where and at what points the paper became problematic and make suggestions as to possible ways it can be improved. I would try to set up one-on-one time during classtime in order to gain a little insight as to where the writer was trying to go with his or her piece. The most important thing I would do is listen to what the writer has to say about what their intentions were with their work and try to tailor my response accordingly. Everyone writes a little different and each person needs to feel like his or her own method for writing is "theirs". No cookie-cutter writing classes for me.
