The academic bias against subjectivity not only forces our students to write poorly ("It is believed...," instead of, "I believe..."), it deforms their thinking about themselves and their world. In a single stroke, we delude our students into believing that bad prose turns opinions into facts and we alienate them from their own inner lives.
Summer is a discouraging time to work - you don't feel death coming on the way it does in the fall when the boys really put pen to paper.
Schoolchildren all over America are told to write to authors-often to authors whom they have never before heard of, whose work they are to young to understand in the least, and often in letters which are almost illiterate. If children are to be taught to respect the work of American poets I think some better way might be found to do so- some way which would not make such an inconsiderate demand on the author's time.
I teach at Duke, and I have students who are all of twenty who want to write memoirs, and you know it's all pretty interesting stuff, but a lot of them lack gravitas, you know.
I notice that students, particularly for gay students, it's too easy to write about my last trick or something. It's not very interesting to the reader.
Many novice writers, students in particular, think that writing is little more than copying down their self-talk, the palaver of the voices they hear in their heads. Of course, self-talk is thinking, and writing begins with thinking.
The first article carrying Vonnegut's byline, 'This Business of Whistle Purchasing,' a lighthearted criticism of a school fund-raiser, was submitted at the urging of his sophomore English teacher.
Occasionally a student writer comes up with something really beautiful and moving, and you won't know for years if it was an accident or the first burst of something wonderful.
