Teach Writing?

When teaching a new community of writers, I discover ways to engage their minds concerning process, technique and possibilities. My creativity stretches into myriad shapes. Do I "teach" writing, coax or coach students into the habits of a writer?

When asked if he could teach writing, John Steinbeck indicated a teacher could not turn a pig into a race horse but could get a faster pig. I've never liked that analogy and have searched for a better one for years.

Most students feel that effort means result. "I've worked so hard," they claim. "Why shouldn't I get an A for effort?"

There's a sign over the locker room door that leads to the football stadium at the University of Oregon. Players glance up before they enter the tunnel to read:Today, give everything you have. What you keep, you lose forever.

Everyone runs on the field with good intentions.Those in the stadium will not observe the preparation, struggle and hard work each player has brought to that day's game. Fans only see the results on the field. Each player knows what it takes to win and what needs work when errors occur.

Writing requires more than good intentions also. It's not always the effort that produces results. Quality increases when creativity combines with an understanding of the fundamental aspects of writing. If a writer has a great idea but cannot communicate with proper grammar, syntax, and style it goes unnoticed. If a story lacks the scaffolding to hold its parts, it falls short.

During the writing process, a writer learns that it takes time to nurture and sustain a writing habit. Life skills develop beyond intention and hard work. I believe that optimal results come from learning the writing basics, studying other writers and practice, practice, practice. Rather than thinking about pigs and horses, I'd rather encourage students to become like Aesop's tortoise that keeps moving and beats the hare.