Development of Creative Writing



EVALUATION

Developing and Maintaining Creative Writing

CCT 693, Spring 2003

Final Project

Senait Fesseha

Developing and Maintaining Creative Writing

Reflection:

In order to design a program that will place me back on track with my writing and allow me to develop and maintain my skills, I had to understand why I was off track. Through reflection and reading a journal that I kept, I was able to be honest to myself and understand. The main factor was time commitment and the other possibility could have been resistance to taking risk. The later is doubtful since I did not see or feel it to be a factor, however I want to make sure it is not an underlying issue.

The main factor or ‘excuse’ I gave myself was the time commitment. There was always something going on. In all honesty, I cannot say that it was only an excuse. My priority in life was focused on my education. During the little spare time I had, I lacked the self-discipline that was required to commit and manage specific time for writing. One thing positive in my life in regards to my writing is that I have maintained my membership with SCBWI where I am inconstant communication with other writers and illustrators.

As an issue, there might have been resistance to taking risk. After reflection and examining the past, I did not see any connection. Writing has been a life long dream. I did take stock of what I have and filled the gap in terms of improving and developing my skills. I learned to mold the stories that bubble up in my mind and put them in writing. I also learned tricks of the trade in the children’s market. Yet, I stopped writing. One main point I learned and did not practice is to keep writing no matter what happens. My reflection leads me to believe that resisting risk could have been a possible underlying factor. I might have been resisting finding out if I can make it in the commercial market. However, I have never been afraid of failing or rejection. I always understood that failure or rejection is part of the learning process in life. With these reflections in mind I believe the program will help me develop in my creative writing as well as expand my facets as a person.

Essential Resources:

The SCBWI website: This website offers various strategies for both authors and illustrators. There are many ideas posted under the discussion board, as well as the ‘Creative Kickstart’ corner, which has various writing exercises, geared to get the ‘creative juices’ flowing.

The Purple Crayon website: This is Harold Underdown’s website, which is filled with great advises and terrific links to various resources. Underdown is an author and editor who understands creative writing from both, the creator and the publisher’s perspectives.

The Artist’s Way by Julia Cameron: This spiritual self-development book guides one to various exercises and readings to get the inner creative self out in the open. One of the best components of the book is the idea about ‘morning papers’, where one gets a chance to empty the mind from all the cluttering thoughts by free writing in the morning.

Institute of Children’s Literature: There are many techniques advised in the ‘Children’s Writer’ Newsletter. This newsletter contains advises from the institute’s teachers, published (established) authors as well as various editors. One of the techniques advised is to have an ‘idea book’ at all times. When an idea pops up, then one just jots it down for use in the future. It also has monthly market information from various publishing houses. As a source of conventional wisdom and reference resource, ICL is invaluable.

Writing With Power by Peter Elbow: This is a book with unlimited advice about writing. One of the recommendations that resonated with me is the idea of leaving the editorial/revision for at the end of the writing process (which is also recommended by the ICL). The book is an excellent guide and reference.

The Elements of Style, 4th ed. by W.Strunk Jr and E.B.White &

Essentials of English, 4th ed. by Hopper, Gale, Foote, and Griffith: A must have fundamental writer’s references. These books are practical handbooks of Grammar, Style, and effective writing techniques.

The Program:

This program is designed to help me stay on track, develop, and grow as a writer, and if my skills prove to be good then it may result in producing a publishable work, subject to editorial judgment. The program will take into account personal block(s) that came forth through reflection and incorporate the best strategies advised by experts and customize them to fit my needs and personality. The program should continuously evolve until it develops and fits my working and learning methods and styles. The four fundamental parts of the program and their components are:

I. Create an environment that facilitates creativity.

1. Set aside a clear clutter free physical space to work.

2. Learn what mood setting tools work and use them (e.g. music in the background or absolute quite with the phone turned off).

II. Establish routine and follow strictly to develop discipline and habit.

1. Set aside specific hours of the day for creative work. Time should not clash with work or social obligations – this will prevent disruption of routine. Start with 1 hour a day and gradually increase (after 1st evaluation).

2. Start daily routine by free writing. Visit the ‘Creative Kickstart’ corner at the SCBWI website to get started when it becomes difficult. Do the ‘imagine their personality’ exercise using pictures of unknown people. Use the full period set-aside for this creative work.

3. Make active reflection part of the daily routine – devote time to reflect.

III. Practice several strategies to enhance creativity and select the ones that work and continually enhance them.

1. Write and allow creative thoughts to flow and suspend judgment. The editorial and the revision should take place only at the end of the creative project.

2. Utilize an idea book – jot down any creative idea that pops in your mind at any time. This would include ideas such as story line, characters, names, scenery description, conflicts etc.

3. Practice the morning papers as described in The Artist’s Way.

4. Read at least two children’s book a week.

5. Read advisor messages posted at SCBWI website at least twice a week.

6. Adjust as time goes on and as needs develop. Constantly evaluate to tailor program to personality and need.

7. Attend book readings at least once a month (try to meet with the author).

8. As it becomes appropriate, join the ‘critic group’ with SCBWI or signup for manuscript exchange. Also, involve friends and family members as critiques.

9. Keep a reflection journal to record ‘what I appreciated from what I did and what I would develop farther’. These can be short sentences to be recorded at the end of the day (relates to the active reflection activity).

IV. Continuous Evaluation

1. First full evaluation should take place one month after the start of the program.

2. Make adjustments as need. Be aware of the process and note what works and what does not work.

3. Perform second full evaluation at end of summer.

Timetable:

Between May 20, 2003 and May 31, 2003 arrange physical space for work (reorganize apartment).

First Week: June 2, 2003 through June 6, 2003 read The Artist’s Way

Second Week: June 9, 2003 through June 13, 2003 start program

First full evaluation: Week of July 7, 2003

Second full evaluation: Week of August 25, 2003

Analysis of all evaluation: End of October 2003. If outcome is desirable, then implement secondary evaluation process on a monthly basis.

Primary Evaluation:

Weiss stresses the importance of formulating a clear program goal (1972)[1]. The purpose of this evaluation is to measure the effectiveness of the program. It will evaluate the processes’ effectiveness. As a process evaluation, it is developmental, continuous, flexible, and inductive (Patton, 1986)[2]. Since the program is designed to help me develop in my creative writing, the assessment will include subjective judgments as well as empirical data. As a sole stakeholder, I will have control over the program, the evaluation, as well as the result of the evaluation. This evaluation is intended to evolve in conjunction with my development. The questions of Part I as well as the items in Part II will reflect my development or lack of. The constant reflection that is an integral part of the program will guide to change the evaluation.

Part I

← Does the physical work environment affect my reflection process or my writing?

If no, what changes should be implemented?

← Does the time set-aside work well? Do I have energy? Can I concentrate?

If no, did I try a different time?

← Did I commit my time and practiced?

If no, what were the reasons to disrupt the routine?

← Did I practice active reflection every day?

If no, why did I not do that?

← Did I note adjustments that needed to be done? (Was I aware of the process?)

If no, why did I not do that?

Part II

| |Worked well (see/feel progress) or did not | |

|Strategies |practice, why? |Needs to be altered to include/exclude |

|Suspend judgment while writing. Editorial | | |

|at the end of first draft | | |

|Use of idea book | | |

|(effort to continuously utilize) | | |

|Practice morning papers | | |

|Number of books read per week | | |

|Number of times visited SCBWI’s website per| | |

|week | | |

|Amount of written pages or # of complete | | |

|stories | | |

|Number of book readings attended/met | | |

|author(s) | | |

|Kept reflection journal and use thoughts | | |

|recorded | | |

Secondary Evaluation Plan:

This is a plan that I visualized based on the fact that there will be development and personal growth after completing few of the primary evaluations. It would be ideal to change the focus of the evaluation. The program is intended to foster a good work habit, reflection habits, and serve as developmental device. After a minimum of three month of faithful application of the program and a number of evaluations (Part I and Part II), I hope to change the focus of the evaluation to be more on the outcome with less emphasis on the habit changing practices. (I am assuming that it would be possible that I have already formed the habits that are the foundation of the program). In order to evaluate the change, the following questions would be incorporated into the evaluation. These are starting questions and subject to change based on the need assessed from previous evaluations.

← Did I produce more writing?

If no, what developmental items did my reflection journal list?

← Is the product of a better quality? What do others think about the quality of my work?

If negative, did I also reflect that or did I not see the quality?

← Did I study the market? Am I doing market analysis?

If no, what is holding me?

← Am I participating in contests or testing the water with editors who are open to first time authors?

If no, why do I not do that?

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[1] Weiss, Carol H. 1972. Evaluation Research: Methods of Assessing Program Effectiveness, Prentice-Hall NJ

[2] Patton, Michael Quinn 1986. Utilization-Focused Evaluation, 2nd ed. Sage Publication, California, USA

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