Re-Writing the Subject: Psychoanalytic Approaches to Creative Writing and Composition Pedagogy

Abstract

more tension between two groups than there camaraderie, and even more tension between creative writing faculty and literary critics. As Eve Shellnut observes from within her cell in creative writing, there growing concern about a climate of anti-intellectualism among creative writing students, who have felt rebuffed, intimidated, or baffled (11) as a result of their attempts to reach out into a theory-laden field of professional study. Nancy Welch points out in No Apology: Challenging 'Uselessness' of Creative Writing that the New Critical notion that an artful text does nothing [but] simply is (117; emphasis added) has cast doubt upon political efficacy of creative writing and has led to a prejudicial stance against it within academy. Creative writing, in a sublime sense, suffers from its own aesthetic attribute-rendering it useless to composition teachers whose goal to raise students' class consciousness. Hence, in these redactors' views, students should be first trained to decipher tropes and conventions of discourse communities and only subsequently be allowed to write creatively. Creative writing pedagogy should have no place in composition praxis.

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