Kenneth Goldsmith writing in The Chronicle:
Perhaps one reason writing is stuck might be the way creative writing is taught. In regard to the many sophisticated ideas concerning media, identity, and sampling developed over the past century, books about how to be a creative writer have relied on clichéd notions of what it means to be “creative.” These books are peppered with advice like: “A creative writer is an explorer, a groundbreaker. Creative writing allows you to chart your own course and boldly go where no one has gone before.” Or, ignoring giants like de Certeau, Cage, and Warhol, they suggest that “creative writing is liberation from the constraints of everyday life.”
In the early part of the 20th century, both Duchamp and the composer Erik Satie professed the desire to live without memory. For them it was a way of being present to the wonders of the everyday. Yet, it seems, every book on creative writing insists that “memory is often the primary source of imaginative experience.” The how-to sections of these books strike me as terribly unsophisticated, generally coercing us to prioritize the theatrical over the mundane as the basis of our writings: “Using the first-person point of view, explain how a 55-year-old man feels on his wedding day. It is his first marriage.” I prefer the ideas of Gertrude Stein, who, writing in the third person, tells of her dissatisfaction with such techniques: “She experimented with everything in trying to describe. She tried a bit inventing words but she soon gave that up. The english language was her medium and with the english language the task was to be achieved, the problem solved. The use of fabricated words offended her, it was an escape into imitative emotionalism.”
For the past several years, I’ve taught a class at the University of Pennsylvania called “Uncreative Writing.” In it, students are penalized for showing any shred of originality and creativity. Instead they are rewarded for plagiarism, identity theft, repurposing papers, patchwriting, sampling, plundering, and stealing. Not surprisingly, they thrive. Suddenly what they’ve surreptitiously become expert at is brought out into the open and explored in a safe environment, reframed in terms of responsibility instead of recklessness.
We retype documents and transcribe audio clips. We make small changes to Wikipedia pages (changing an “a” to “an” or inserting an extra space between words). We hold classes in chat rooms, and entire semesters are spent exclusively in Second Life. Each semester, for their final paper, I have them purchase a term paper from an online paper mill and sign their name to it, surely the most forbidden action in all of academia. Students then must get up and present the paper to the class as if they wrote it themselves, defending it from attacks by the other students. What paper did they choose? Is it possible to defend something you didn’t write? Something, perhaps, you don’t agree with? Convince us.







