It’s A Place for Self-Reflection, The World of Words Expressing Limitless Thoughts, Imagination, and Emotions

30 Januari 2011


Much. Khoiri[1]
What do we talk about when we talk about creative writing? I intentionally address this question to lead our discussion based on the same concept. By ‘creative writing’ I mean to denote a kind of writing activity emphasizing on creation. (Creation is more highly ranked than both discovery and invention.) It means writing an idea where its raw material is not as concrete as—say—an opinion. Beside strong and sublime basic ideas, we have to possess quite a brilliant imagination and intuition to create a creative work. In this sense, writing a poem, a short story, a novel, a drama or a creative essay is categorized as creative writing. Cognition, imagination, and intuition work together in ourselves in the creative writing process.
The writing process is thus unique individually. Our cognition, intuition, and imagination are different and unique, and only identified precisely by ourselves as an individual. We have licentia poetica—freedom of expression. Only we ourselves can express precisely what we think, feel, experience, and imagine in a certain genre of creative works. Nobody can substitute our position to create the same work as we mean.
My next question, then, is ‘Who cares or bothers about creative writing?’ This question seems simple but, actually, hard to answer—particularly for those who regard creative writing as weird and inapplicable in their job.  It may be considered ‘trash’—useless and meaningless effort. And yet, as teachers of English, who are always concerned with students’ utterances and written works, shall each of us still put it in the last row of priority?
Nowadays, we should willy nilly follow the genre-based curriculum at any cost. We should share—even, write—such texts as recount, narrative, etc. with our students.  We may also need to enhance our students to express their feelings and experiences—or whatever in their mind. Moreover, we perhaps expect the students to write a story, a poem, or a short drama for our school wallpapers or magazines or mass media (dailies or weeklies). In short, there is probably a need to stimulate their imagination and creativity.
Isn’t it sensible enough that we have adequate competence and skills in creative writing? How can we motivate the students to live up their creativity while we stand only as a commander whose task is to give an order to them to do what they may not know much about? Shouldn’t we also prove that we are capable of writing a piece of poem or short-story when we push them to write one? And, don’t we realize that ‘action’ is much more powerful and inspiring than ‘command’?
Let us share. Who cares about ‘who cares about creative writing?’ Whatever is the answer, let us note that “It is not merely the gun nor the man behind the gun—rather, the spirit of the man behind the gun.” We are not Mr(s)-Know-All, but we should have a spirit to know and share much.

[1] Drs. Much. Khoiri, M.Si. is a member of English Department, Faculty of Languages and Arts, UNESA; now undertaking a doctorate program in Cultural Studies in Udayana University, Denpasar. Email address:

2 komentar:

Gustaf mengatakan...

Sometimes kita sudah menulis dan berakhir dengan kejenuhan Sir, :((

antah berantah dan tidak bergairah :(

my creative forum mengatakan...

mas, thanks 4 your comment. Tapi begitulah. Menulis (sastra,apalagi) adalah menyelami dunia yang aneh dan tak banyak orang yang memasukinya. Namun, semua itu kembali kepada kita, semangat dan ketekunan kita, seberapa besar kita mampu menaklukkan berbagai kendala selama proses menulis. Semua orang yg menulis pasti mengalami kejenuhan, tapi kuncinya adalah bagaimana kita mengatasi kejenuhan itu dan kembali ke "dunia" menulis lagi...selamat berkarya. sukses selalu.