Dear Ric,
I think that's right, that essays and other forms of more
traditionally 'creative' writing are available to each other, and are -
in the mind of him/her who writes both (for there is still a distinction,
that's one thing that HE's for? - meaningfully imbricated. Stein's
lectures, an apt E.G. But I feel that if one student is involved in
coordinated essay-writing, there is no need whatsoever for that student
necessarily to "make headway in the other [i.e. in 'creative' writing]"
'Creative' reading (that word's starting to wheeze a bit) is only slightly
different fish and kettle. To set up these two types of writing as equal
imperatives in HE might be to eschew their potential for meaningful
elision by -demanding- it - better to leave students to find and explore
that crossover, or that continuity, for themselves? Less curricular?
It's an interesting question - how to provoke surprise without using it as
a route to familiarity, & I think, ideally, I agree.
See you at CCCP? x, k.
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