Block 1

BEGG - 174
Creative Writing
Indira Gandhi
National Open University
School of Humanities
BLOCK 1
The Art and Craft of Creative Writing 3
BLOCK 2
Modes of Creative Writing 55
BLOCK 3
Writing for the Media 107
BLOCK 4
Preparing for Publication 161
EXPERTS COMMITTEE
EXPERTS School of Humanities IGNOU
Dr. Anand Prakash, (Retd.) Prof. Malati Mathur
Hans Raj College Director (SOH)
University of Delhi
English Faculty, IGNOU
Dr. Hema Raghavan (Retd.) Prof. Neera Singh
Gargi College Prof. Nandini Sahu
University of Delhi Prof. Parmod Kumar
Dr. Pema Eden Samdup
Prof. Ramesh Menon Ms. Mridula Rashmi Kindo
Adjunct Professor, Symbiosis Dr. Malathy A
Institute of Management and Communication
Pune
Prof. Ameena Kazi Ansari

Department of English
Jamia Millia Islamia
New Delhi-110025
COURSE COORDINATION AND EDITING

Prof. Neera Singh
Faculty of English
IGNOU
COURSE PREPARATION
Acknowledgement
Blocks 1 and 2 have been adapted from existing IGNOU course materials.
Block 3 : Units 1 and 2 have been adapted from existing IGNOU course materials.
Units 3 and 4 have been written by Prof. Ramesh Menon, Adjunct Professor, Symbiosis
Institute of Management and Communication, Pune.
Block 4 : Units 1, 2 and 4 have been adapted from existing IGNOU course materials.
Unit 3 has been written by Prof. Ramesh Menon.
SECRETARIAL ASSISTANCE
Ms. Monika Syal, AE (DP), SOH, IGNOU
PRINT PRODUCTION
Mr. Tilak Raj,
Assistant Registrar,
MPDD, IGNOU, New Delhi
September, 2021
© Indira Gandhi National Open University, 2021
ISBN :
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BEGG - 174
Creative Writing
Indira Gandhi
National Open University
School of Humanities
Block
1
THE ART AND CRAFT OF CREATIVE WRITING
Course Introduction 5
Block Introduction 7
UNIT 1
What is Creative Writing? 9
UNIT 2
General Principles of Creative Writing 20
UNIT 3
Structure of Material 30
UNIT 4
Ensuring Readability 43
COURSE INTRODUCTION
Welcome to this course on Creative Writing. Writing is an art and more so creative
writing ⎯which is an expression of your creative urge. This course will not only
stimulate your creativity but will also help you to cultivate your writing skills.
Let’s begin with a very fundamental question that keeps cropping up the moment
one sees a course like this on the curriculum. CAN CREATIVE WRITING BE
TAUGHT? Is it a subject that one can teach? Does it work?
I would answer –more YES than NO.
It may be said that the creative impulse is inborn, but certain aspects of creative
writing can most certainly be taught. The grammar of the trade, the building of
the climax, the exact place where the ending should come –such technicalities
CAN be taught. And even the so called creative impulse – the spark can be
developed and honed to a large extent. And this will be demonstrated to you as
you go along this course.
Also the same question – Can creative writing be taught? ⎯ can be answered in
the form of another question: DOES IT MATTER?
Because even if it does not work ⎯ there are certain benefits which come to the
surface in the very course of its failure. These are a process of sharing, of drawing
out, of learning, which are the true aims of education. There are no obscure
codes and formulas for creative writing. It’s like learning/teaching an instrument.
Some students will always be better and faster at learning, some will have more
will power and discipline. But all of them would improve if they applied
themselves and were willing to work. Perhaps the ones with talent and discipline
would go faster and further – but the ones without talent but who are hard working
and disciplined would be a close second.
Our University has been running a diploma programme in Creative Writing in

English for more than three decades – and very successfully, I may add. The
USP of this course is that each Unit was written by practising creative writers
and, therefore, each sentence rings true and is extremely valuable. This generic
elective course (BEGG-174) has been adopted, in part, from the original course.
However, with new changes taking place in all fields, many parts of the original
course have been modified/updated/changed specially in the case of New Media,
where a quantum leap in terms of new knowledge has taken place. Therefore,
this course reflects the contemporary milieu in terms of its content.
This course consists of 4 Blocks of 4 Units each. The break up is as follows:
Block 1: The Art and Craft of Creative Writing
Unit 1: What is Creative Writing?
Unit 2: General Principles of Creative Writing
Unit 3: Structure of Material
Unit 4: Ensuring Readability

Block 2: Modes of Creative Writing
Unit 1: Feature Writing
Unit 2: Short Story Writing
Unit 3: Writing Poetry
Unit 4: Imagery, Symbols, and Language
Block 3: Writing for the Media
Unit 1: Radio
Unit 2: TV
Unit 3 Understanding New Media
Unit 4 Writing for New Media
Block 4: Preparing for Publication
Unit 1: Preparing a Manuscript
Unit 2: Re Writing and Editing
Unit 3: Ethics in Publishing
Unit 4: Publishing
You will find a number of Check Your Progress exercises interspersed at various
points in the Units. These will stimulate you to think, write and do. Answers to
these exercises are given at the end of each Unit to help you along the way.
At the end of the day Creative Writing may be challenging but it can be great fun.
Good Luck with your course.
BLOCK 1 INTRODUCTION
Welcome to the first Block of our course on Creative Writing. This Block consists
of 4 Units.
Unit 1 is entitled What is Creative Writing? In this Unit we take you through
some fundamental norms of writing creatively. We also address certain key issues
like whether creative writing can be taught and how it can be distinguished from
non-creative writing. We also provide certain tips that you can follow in order to
begin writing creatively.
Unit 2 entitled General Principles of Creative Writing addresses issues like
how to achieve clarity, transparency, directness and authenticity in your writing.
These are all indispensable qualities which impart value to your work.
Unit 3 is entitled Structure of Material and we have spoken about how to find
ideas and themes for writing. We have also stressed the importance of having an
interesting beginning – a plausible climax and an appropriate ending in your
writings.
And last but not the least Unit 4 is entitled Ensuring Readability. As the name
implies, we give you tips on how to achieve readability –which is a writer’s
ultimate goal.
The Check Your Progress exercises in all these Units should enable you to assess
your progress at different stages.
The Art and Craft of
Creative Writing
8
What is Creative Writing?
UNIT 1 WHAT IS CREATIVE WRITING?
Structure
1.0 Aims and Objectives

1.1 Introduction
1.2 What is Creative Writing?
1.3 Aspects of Creative Writing
1.3.1 Content
1.3.2 Form
1.3.3 Structure
1.3.4 Style
1.4 Can Creative Writing be Taught?
1.5 Guidelines for Creative Writing
1.5.1 Read in order to write
1.5.2 Allow your experience to ripen
1.5.3 Write about your experience differently
1.5.4 Start with your diary
1.5.5 Visualization, outline and design
1.5.6 Some do’s and don’ts
1.5.7 Learn to be your own critic
1.5.8 Seek others’ opinions
1.6 Genuineness of the Creative Impulse
1.7 Summing Up
1.8 Answers to Check Your Progress
1.0 AIMS AND OBJECTIVES

Writing is an art, and more so creative writing, which is an expression of your
creative urge.
You will find this course not only informative but it will also stimulate your
creative impulse. This course not only discusses the various aspects of creative
writing, but also helps you mould yourself into a writer.
In this first Unit, certain fundamental ideas are discussed. We start by defining
creative writing and go on to the assumption that writing is a social act, and that
man writes because he must share with others what he thinks and feels.
By the end of this unit you will be able to:
• answer the most fundamental question i.e. whether creative writing can be
taught,
• distinguish between creative and non-creative writing,
• follow the tips that we will provide to begin writing in a creative manner.
9
Creative Writing 1.1 INTRODUCTION
Man is a social animal. Once his primary needs such as food, shelter and clothing
are met, it becomes necessary for him to fulfil the social need of communication.
He must communicate with other human beings not only to seek and impart
information, but also to share with them his experiences, his joys and sorrows.
The signals man makes through speech, action or artistic creation, all have this
common purpose⎯to be understood by others.
Why does one write? There could be some easy yet inadequate answers to this
question, such as money, vanity, or drive for fame. All these might be true to
some extent. But, basically and more importantly, the answer lies in the urge of
the writer to communicate a thought or a feeling that is, to express himself. As
T.S. Eliot has said, ‘You write because you feel the need to free yourself of
something’. This means that it is a psychological and aesthetic compulsion. It
also becomes a social need when you write about and for other people, so as to
be able to establish a bond with them. As for the reader, when he goes through
the work of a master, he will be entering a new world, with its unique social
situations, characters and emotions.
1.2 WHAT IS CREATIVE WRITING?

All writing can be broadly classified into two categories; (a) creative and (b)
non-creative. Let us first consider the non-creative writing. It deals with ideas,
its purpose is to inform and it adds to your information and widens your
knowledge. Books on history, religion and science, etc., belong to this category.
In order to achieve this purpose of informing, a writer would have to be analytical
in his approach, and present his arguments methodically and lucidly so that his
writing is easy to comprehend.
On the other hand, creative writing is almost a spiritual activity. Its purpose is
not to inform, but to reveal. A highly creative writer meditates on either concrete
things of the world, or on abstract thoughts like love or divinity, and pours out
his feelings in his writing. Or, bringing his unique imagination into play, he may
interact with life around and write about social situations and events, so as to
enlighten, uplift and transport, in a manner all his own⎯as in the novel or short
story. You can sense his individual vision in his writings.
Although, on the basis of the subject-matter, all writings can be divided into
creative and non-creative, it is not unusual that a highly imaginative writer can
produce a non-creative work in a creative manner. And such a work uplifts even
as it informs. Conversely, in the hands of an ordinary writer, even a novel or a
short story can make very dull reading, duller than any non-creative work.
Check Your Progress 1
i) Why does one try to communicate with others?
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10 ........................................................................................................................
ii) Distinguish between creative and non-creative writing. Can the distinction What is Creative Writing?
be maintained in all cases?
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(Check your answers with those given at the end of the Unit)
1.3 ASPECTS OF CREATIVE WRITING

Every literary work, big or small, essentially consists of four aspects:
1.3.1 Content
The essence of content is experience. Experience is what one acquires from the
life around, through one’s senses, by observing things that happen. No writer
can possibly write in a vacuum. He would have seen life around him in its various
situations, happy and sad, harsh and poignant, and he would have made mental
notes of everything. When, suddenly, it occurs to him to write a story with a
certain event as its centre, with a particular set of characters and the right elements,
which he had once accumulated in his mind and which have in the meanwhile
undergone a strange transformation within him, will begin tumbling out of their
own accord and take a new life on paper. Even when one invents a story, its
elements would somewhere resemble the real. Otherwise, the writing will lack
credibility and authenticity. A well-written work should always give the reader
the feeling that it is real; it should never make him say, ‘Oh, how could this ever
happen!’ Hence, it is necessary for a writer to keep his eyes and ears open and
closely observe the life around so as to be able to stock those images for use in
the future.
1.3.2 Form
Form has two meanings: Firstly, literary form and secondly, structural form.
For literary form, the content itself generally decides what form it should take.
Whether a particular insight should come out as a story or a novel, or its nature
and quality are such that nothing but a poem expresses it fully, is not generally
decided consciously. It comes on its own with the idea of writing itself.
Occasionally, the writer may be in a dilemma and has to decide, taking all factors
into consideration, which form to choose.
1.3.3 Structure
As for its structural sense, the guiding principle should be easy communication
for easy comprehension. In order to achieve a good structure, the writer should
first of all order his material, that is, decide –(a) how much of what should be in
the work, and (b) in what order. Logic, commonsense and experience, drawn
from one’s wide reading, will help here. Just as a 500-page novel cannot be
managed with only two characters, an eight-page story cannot have two dozen
characters, unless the writer is a genius. One cannot go on describing the locale
of the story for seven pages, reserving all the action and its denouement to the 11
The Art and Craft of last page. As for the order, the Aristotelian ‘beginning-middle-and-end’ is a
Creative Writing
time-tested sequence. But a gifted writer can always make variations. Literary
tradition has provided us with several acceptable models; but if the writer is
innovative he can create newer models. It is important to bear in mind, however,
that ultimately structure is only a means to an end, and one should choose only
that in which the content comes through best.
In its totality, a piece of writing is like a work of architecture, where every stone
is well-cut and fits into the other as if the two are one piece. Nothing in it should
stick out. The total structure should make an aesthetically satisfying whole. The
stone metaphor above applies to every single element of writing⎯first the word,
then the sentence, the paragraph, the chapter and finally the book itself. Each
word in a sentence should work like the right musical note, and each sentence
like a bar and the book as a whole, like a symphony, harmonious in its total
orchestration.
1.3.4 Style
Then comes style. It is possible that two works written on the same subject, or
with the same theme, should both be structurally satisfying, yet stylistically one
may be better than the other. Style is a manner of expressing one’s thoughts and
feelings in words. It is the result of long-cultivated awareness of words and
sentences, of the way a writer connects one sentence with another. For one writer,
‘succour’ may be acceptable, while ‘help’ may be more appropriate.
‘Procrastination’ is tongue-twisting, while ‘delay’ is more expressive. For many,
more than two adjectives at a time may be bad writing, but for a poet like Walt
Whitman, a chain of them was normal. Style is a very personal thing; it identifies
the writer.
i) What are the essential aspects of a literary work? Does content mean only
the transcription of actual experience?
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ii) What does ‘structure’ mean?
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1.4 CAN CREATIVE WRITING BE TAUGHT?

Writing is not something which “Do it Yourself’ books can teach entirely. No
12 one can fully teach another how to become a writer. What you get from others or,
for that matter, from this Unit are only a few guidelines based on experience. What is Creative Writing?
Having said that, we must add that the art of writing creatively is not a nebulous
activity available to some anointed few. It is not mysterious and unteachable.
Story is teachable, style too is teachable, just as tone and theme are.
The arguments for and against about whether creative writing is a subject that
can be taught have gone on endlessly. According to Hanif Kureshi, the author of
My Son the Fanatic and Buddha of Suburbia, creative writing courses are a waste
of time as he feels that most of his students show no talent and cannot tell a story.
On the other end of the scale we have someone like William Faulkner who feels
that talent does not matter so much. The important qualities to become a creative
writer are an innate curiosity to wonder, to ponder over why a certain thing
happens. And if one has those qualities, talent becomes secondary.
Again, there are those who believe that teaching basic music scales to someone
cannot turn them into a Mozart or teaching someone basic drawing won’t turn a
student into an M.F Hussain. And then there are others who advocate that studying
works by Masters and imitating them while learning craft techniques allows
students to develop their skills. So like any other art form⎯be it painting, music,
sculpture, choreography⎯creative writing CAN be taught. Granted that you can
teach it within the limits of a person’s potential. But how can we know the potential
of a student unless we start teaching them?
So when we are teaching creative writing, we are actually teaching:
CRAFT: What makes a good story? What part does narration play? What is the
importance of characterization? How important is plot, atmosphere and what
are the basic elements of a story?
TECHNIQUE: how does one control words, grammar, rhyme, prosody,
structure?
PROCESS: how to recognize ideas and how to look for them. Eventually, what
to do with them?
HOW TO READ: the difference between merely reading and studying in order
to learn a craft.
POWER OF WORDS: the effect of words, the rhythm, the finer nuances – in
fact the magical quality of words.
Therefore, to say that creative writing cannot be taught would be a fundamentally
flawed position to take. The question perhaps is not “Can it be taught?” but the
question should be How well can it be taught?
1.5 GUIDELINES FOR CREATIVE WRITING

1.5.1 Read in order to write
For anyone who aspires to become a writer, the first requirement is to be a good
reader. One can learn a lot from reading the best in all literatures. Perhaps, there
is no one in the world who has become a writer without having read a single
word of what others have written. When we talk of reading, we do not mean
reading casually for entertainment, or because there is nothing better to do. What 13
The Art and Craft of really matters is reading critically, analyzing for oneself every detail of the work,
Creative Writing
asking questions at every step as to why the writer has devised his plot in a
particular manner, or has made the characters act the way they do, and whether it
could have been done in any other way. Long years of close reading in this
manner builds up a writer’s equipment. It increases his vocabulary. It often
provides ready answers to the questions which crop up in the process of writing.
1.5.2 Allow your experience to ripen

The experience, which you draw from the life around you, should not be put on
paper as it is. That would make it a mere matter-of-fact, hackneyed piece of
journalism. You should learn to make that experience your own, by internalising
it. You should allow it to gestate within your mind, in the process of which you
may reject a few details and add a few others from similar experiences. This
kind of gestation will also make it personal, intimate and authentic. Hence, it is
not desirable to rush for pen and paper as soon as there is a desire to write. We
have used the word ‘gestation’. The act of writing is like giving birth to something.
It should come of its own, after it is ripe enough and when it can no longer wait.
It serves no purpose to wrench it out by force.
1.5.3 Write about your experience differently

Before writing about anything, you should ask yourself whether it is something
trite which others have already written about or something new. If it is new, there
is nothing like it. It is not that a writer can always hit upon new things to write
about. Life does not have a new theme to offer everyday to everyone. It is the
same birth, the same hunger, the same love and the same death always. But
though the themes are few and limited, their variations are unlimited. Here lies
the scope for an imaginative mind. You will have to ask yourself whether you
can write about the same old thing differently, bringing your own insights and
perceptions into it.
1.5.4 Start with your diary

Before launching out on more ambitious projects like short stories and novels, it
is best to start with your own diary and reminiscences. A few months of consistent
writing of the diary, for your private reading, will give you confidence to undertake
more difficult types of writing later on.
1.5.5 Visualisation, outline and design

Once you have the basic idea of what you want to write, and you are convinced
that it will make a fairly good literary work, keep thinking about all its aspects,
such as the theme, plot, situations, characters, dialogues, etc. Jot down every
small detail that occurs to you. Then put down everything sequentially and prepare
an outline to show how it will start, develop and end. Before finally putting pen
to paper, you should have a clear picture in your mind of the entire work. This is
called visualization.
There are many gifted writers who, at the time of starting, have only a vague
idea of what they are going to write. But as they proceed, the unconscious mind
takes over and the writing takes very different turns and twists to produce
14 interesting results. This method may not be advisable for the beginner.
The beginning and the end of a work are vital as in a musical piece. The first few What is Creative Writing?
pages are like a leash and you should be able to hold the readers with it and lead
them on. In fact, there are some readers who, if they do not find the first few
paragraphs interesting enough, would just put down the book.
1.5.6 Some do’s and don’t’s

i) If there is any one single quality which distinguishes most great works, it is
clarity⎯clarity of thought and clarity of expression. Your writing should
not be dense or dull, but should shine like a mirror.
ii) Precision is another such quality⎯precision both in respect of your thoughts
and the words you use to express them. Take your words seriously. Do not
waste them. When you use a word, make sure of its precise meaning. Tools
like the dictionary, thesaurus, etc., will help you to understand the correct
meaning of words and their usages.
iii) Do not overwrite. The days of ornate prose are over. It is possible to achieve
miracles even with simple sentences. No wonder, the Bible is still considered
a model of good writing.
iv) Similarly, avoid being pompous. Don’t be very flippant either. Choose your
words and expressions according to the mood of your work.
(v) Also avoid archaisms, i.e., words no longer in vogue, slang, clichés and
jargon. Write, as it comes to you, effortlessly.
vi) Length, i.e. how much to write, is yet another important factor. The length
will be determined by the scope of your subject. If you are clear in your
mind about what you want to say, the end will come where it should.
vii) Do not try to explain too much. Leave something to the reader’s imagination
also.
viii) Let your writing be sprightly. A touch of humour, if it is not against the basic
mood of your work, is always welcome.
1.5.7 Learn to be your own critic

After you have written a piece, read it aloud to yourself to test it on your ears.
You will find several false notes, both in your statements and expressions. You
will be surprised that quite a few things which you found exciting when you first
put them on paper now seem banal. Remove them mercilessly. Every writer
should learn to be his or her own critic.
Once your first draft is ready, put it aside till such time as it is out of your mind.
It may have to be for a week, a fortnight, or a month, or even more. Now read it
again. You will then see it in a fresh light. At places, it may even make you
wonder how you could have been so silly as to write certain things. There will
be more work for you, and the typed pages will be filled with corrections. But
you should not be dismayed.
1.5.8 Seek others’ opinions

For every writer, it is important to build up a close circle of creative writers and
discriminating readers who are on the same wave-length and who can read through 15
The Art and Craft of his/her manuscript patiently and give an honest, unbiased opinion about it. It is
Creative Writing
necessary to shed one’s shyness to be able to show one’s work to others and also
curb one’s ego to consider their criticism, however drastic it might be. But, in
the end, it will be good for the work. If even after all this, a work fails to pass
muster, better forget about it rather than hunt for a publisher. The world will not
be the poorer by that one work which failed to come off. You can always make
it up with your next work.
i) Did you ever feel the urge to unburden yourself of any experience, pleasant
or unpleasant, in your life? Write about it in not more than 200 words. (See
the hints given at the end of this Unit).
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1.6 GENUINENESS OF THE CREATIVE IMPULSE

You should make sure that your creative impulse is genuine. Assuming that the
impulse has troubled you on the emotional plane, as it often does, the question
you should ask of yourself is charming and overwhelming as it may have been at
the given moment, was it not rather a transient and hence a superficial emotion?
Just as an auntie of the neighbourhood bursts into tears at the sight of a puppy in
distress or a bride leaving her mother’s home? Could it have happened that you
were taken in by the setting or the atmosphere? In a certain romantic atmosphere
of moon and faraway music and what have you, you found the dialogue of an old
couple particularly cute, and you thought you could write a poem on the theme
of ‘Love in the Night’. Or while passing through a slum you were moved by the
sight of a young, good looking mother being harassed by a brood of unkempt
and potbellied children, and you thought you could write a story on the theme of
‘Roses in the Dust’ etc. It may well be that you can write a powerful piece on
either. But let the confidence grow in you over a period of time, after you have
satisfied yourself that (i) such emotive reactions have been fairly recurrent with
you in similar situations, and (ii) you can identify reasonably well with the old
couple or the young mother in the course of their lives.
Distancing is necessary for creative effort. Conversely, do not trust the impulse
for immediate action, if it is much too intense, being acutely personal. Here one
remembers the famous phrase of Wordsworth, ‘emotion recollected in tranquility’
as the base of poetry. Let the storm settle into a calm surface; it is only then that
you can write on it effectively. Truman Capote, a contemporary fiction writer of
repute, writes in a similar vein ‘I have to exhaust the emotion before I feel clinical
enough to analyse and project it…My own theory is that the writer should have
16 dried his tears long, long before setting out to evoke similar reactions in a reader’.
What he means to say is that insofar as the emotional stimulus is concerned, a What is Creative Writing?
certain distancing is necessary for creative effort. To cite an example: you have
lost a loved one. You are naturally overwhelmed with grief and, being a writer,
you wish to release yourself in verse or prose. You may surely do so for therapeutic
reasons, just as you could release yourself in a flood of tears. But the best results
in terms of literary merit can be achieved only when you can look upon the event
from a distance thanks to the passage of time, among other things and can call
upon other people to share those intenser moments with you. Your literary piece
would then be both authentic in terms of emotional experience, and objective in
terms of expressed thought, the ideal combination that any writer could devoutly
wish for.
Do not misjudge the stirrings of an abiding motivation for a creative impulse.
Suppose you are strongly motivated, by temperament and conviction, to expose
the evils of social justice. Undoubtedly such motivation would govern your
outlook on the human condition, and you would smell injustice in a situation,
which to some others may be no more than a curiosity in terms of interpersonal
conflict. There is nothing inherently wrong in such coloration that is bound to
creep into the works of a motivated writer (the motivation covered could well be
cultural, philosophical or any other). But what is important is that the genesis
should indeed be a creative impulse to start with, which could later be wedded to
the motivation, and not vice-versa. As a writer you should consider the impulse
as creative only when you react to a situation primarily because it is interesting
from the human angle, and only additionally because of its social implications.
The late Bhagabati Panigrahi, a noted writer who was also one of the founders of
the Communist Party in Orissa, wrote a story named ‘Shikhar’ which has acquired
considerable fame and has also been turned into a movie entitled ‘Mrigaya’ by
Mrinal Sen. Here the theme, obviously, is of social injustice the oppression of
poor tribals by the moneyed henchmen of an alien administration. But one
imagines that Bhagabati Panigrahi must have been impelled to write the story
when he came across, through his observation-cum-imagination, a character such
as Ghinua, a simple tribal who could never understand till his death, by hanging,
the strange logic that he did not deserve an award more than any average hunter,
for having chopped off the head of a well-known oppressor and presenting it to
the local Commissioner. It is the bizarre simplicity of truth embodied in the
personality of the character that lends particular charm to the story and not the
well-known fact of social injustice in the colonial times.
And so, look for the seeds of an illuminating circumstance in human terms—
absurd, funny, or tragic—as the case may be, in the impulse you have had to
write a certain story or poem and you could consider later whether it would also
serve your cherished motivation.
A story with a motivation written into it should indeed be richer, for it gives an
extra dimension to the story. But let it not appear that the characters have been
directed to ‘prove’ the truth of the motivation; for that may be self-defeating. On
the other hand, give them the importance of being human and the freedom that
goes with it. Freedom to love, weep, howl, fight and act in all sorts of funny and
foolish ways, in situations that may be called socially evil, and you will see how
your motivation shines through the intensely human narrative.
17
The Art and Craft of Check Your Progress 4
Creative Writing
i) How will you distinguish a creative impulse from an emotional reaction?
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ii) Why is distancing from the object necessary in any creative writing?
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iii) Explain the connection between the creative impulse and motivation.
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1.7 SUMMING UP
• Man tries to fulfill not only his primary needs like food, clothing and shelter,
but also his social need of communication with others so as to share his
experiences.
• One writes primarily to express oneself and not necessarily for money and
fame.
• Writings are of two types non-creative and creative the former to inform
and the latter to reveal.
• The three essential aspects of a literary work are content, form and structure.
Style is the way in which the work is expressed⎯the manipulation of
language. But whatever is written must be credible and authentic.
• Writing cannot be learnt but can only be cultivated, and for this, critical
reading is necessary.
18
• The art of writing is like giving birth in that it is preceded by a period of What is Creative Writing?
gestation of ideas, etc.
• There are some do’s and don’ts. Clarity of thought and precision of expression
are necessary. Overwriting and over-elaboration should be avoided. A touch
of humour always enlivens the writing.
1.8 ANSWERS TO CHECK YOUR PROGRESS

i) Man, being a social animal, has an innate compulsion to communicate with
other human beings, not only to inform them or know anything from them,
but also to share his experiences with them⎯his joys and sorrows. It is a
means for overcoming loneliness and for fulfilling his social urges.
ii) Non-creative writing informs while creative writing reveals. The distinction
between the two becomes blurred when a non-creative writing is expressed
in poetic language and moves the reader as any creative writing does.
i) Form and content. No, if it is a mere transcription of actual experience, it
becomes journalistic writing. The facts, whether ‘real’ or ‘invented’, undergo
transformation in the writer’s mind before they are presented in the form of
a story, a novel or a poem. Only then will they interest and move others.
ii) Structure means the ordering of the story material, as in architecture. It applies
to every element⎯plot, character and language.
Hints: Since this is a very subjective question we are not giving you a ready-
made answer- only a few directions:
i) Write in the first person ‘I’ form.
ii) Your vocabulary should include a large number of words and phrases
describing your feelings, thoughts and emotions.
iii) You can use abbreviations, slang and figures of speech.
i) An emotional reaction to a scene or incident, however strong, is a passing
phase, unless it continues to recur in similar situations and disturbs you deeply.
A genuine creative impulse is distinguishable by a persistent emotional
turmoil as well as a capacity for identification with the object
ii) Distancing is necessary to get away from excessive personal involvement,
in order to control the overflow of emotion. Creativity needs a measure of
calm and detachment.
iii) Every creative impulse has a deeper and more pervasive human perspective
than motivation which constitutes a strong sense of purpose in a writer. In
any great writing, motivation does not dominate the creative impulse but
only subserves it. 19
Creative Writing UNIT 2 GENERAL PRINCIPLES OF
CREATIVE WRITING
Structure

2.1 Introduction
2.2 Dimensions of Clarity and Transparency
2.2.1 Decide what you want to make clear
2.2.2 Clarity depends upon proper education
2.2.3 Clarity requires a concrete definition of your subject
2.2.4 Knowing your reader
2.2.5 Rigidity may affect clarity
2.2.6 Clarity and language
2.3 Directness
2.4 Authenticity
2.4.1 The experience barrier: dangerous to cross it
2.4.2 Experience barrier between cultures
2.4.3 How cross-cultural raids can violate norms of decency
2.4.4 Total authenticity of locale and culture: R.K. Narayan
2.4.5 Authenticity is the base of even highly imaginative creation: Raja Rao
2.5 Credibility Stems from Authenticity
2.5.1 Authenticity and credibility: A close look at Mulk Raj Anand’s “The Lost Child”
2.5.2 How Anand establishes authenticity
2.6 Summing Up

Through this Unit, our aim is to teach you:
• the importance of the quality of transparency, which imparts value to your
work.
• how to achieve directness
• how authenticity can be achieved in your writings and
• how the importance of clarity cannot be over-emphasized because, whatever
be the theme of your work, it will not appeal to the reader if it suffers from
opaqueness or obscurity.
2.1 INTRODUCTION
Readability, clarity, lucidity, or directness (call this quality by whatever name
20 you will), is one of the most important values to be cherished in creative writing,
for all writing is aimed at a reader who must understand what you are saying. General Principles of
Creative Writing
Otherwise, communication, which is the purpose of all writing, will not be
possible. This fundamental principle of writing is so important that it has been
stressed in other Units of your course as well, so that when you write you can
aim at meaning, not obscurity, which is unmeaning. You have to remember that
to achieve clarity you must know, thoroughly and competently, what you want to
be clear about. Until your mastery of the subject is complete you will neither
know its broad pattern and its details, nor will you be able to define for yourself
what you want to say on the subject. To be able to do so you must have a deep
interest in the subject. Creativity can emerge only from this⎯so also transparency,
which is spontaneous and illuminating. Great scientists or great artists have this
quality of creative expression; and mere rigidity of academic discipline cannot
help anyone to attain it. Clarity relates to the response of your listener, your
reader. If your writing fails to communicate, it has no meaning; but clarity is not
facile comprehensibility a mere simplicity of statement. It applies to complex
and highly sensitive thoughts also, hence the difficulty in achieving clarity. To
achieve clarity one has to be a master of language, for it is only by manipulating
language skillfully that one can express great and complex thoughts effectively.
Such manipulation is called technique, in which the mastery of syntax is as
important as a competent use of vocabulary. All this will help you achieve
directness and clarity, which make for readability. A subject which can form the
matter of creative writing must be interesting: interesting to you and also
interesting to the people who are going to read your work. Making things
interesting is a skill, and there are exercises which teach you how to do it. These,
however, are merely guidelines and cannot teach you creative writing itself. You
may succeed in making your writing merely interesting but you know what you
are doing, and so does the man at the receiving end. You are, in fact, being just
interesting, not creative. You are not actually interested in the subject, but only
want to gain an audience. To make your writing creative you have to shape it in
such a way that it becomes luminous and acquires the power to move others.
2.2 DIMENSIONS OF CLARITY AND

TRANSPARENCY
What do you want to be clear about? Who do you want to address? What is it
you want to make clear?
2.2.1 Decide what you want to make clear

What you want to make clear is the subject that you have chosen. You cannot be
clear about the smallest detail without being clear about the whole field, or the
subject of which it is a part. Civil liberties, for example, are concerned with the
Constitution, the judiciary, the widespread knowledge of law in society, the
expenses of legal action and an abiding faith in the fruits of the judicial system
based upon actual experience. The protection of consumers is linked with the
entire market condition, and the spending mentality of people in an inflationary
situation, where it seems evidently more gainful to spend money immediately.
2.2.2 Clarity depends upon proper education

Clarity depends upon an adequate, competent and relevant knowledge. If you
have not mastered your subject, you can only flounder about; and in trying to 21
The Art and Craft of clarify, you may make it all the more confusing. Do not try to explain anything
Creative Writing
which you do not know. Go back to the subject itself, take an all-round and
distant view of it, and just as you can see the fields and water and forests in
patterns from the air, you will find things falling into a design. Clarity requires
not only a little time and distance from the matter you are dealing with, but also
demands wide acquaintance with it.
2.2.3 Clarity requires a concrete definition of your subject

Since nobody knows, nor can hope to know everything, clarity needs a distinctive
definition of what your subject in hand is. Brash confidence of the ‘I know what
I want’ type is not enough, you have to know what you want to say. If you are
presenting routine information it is one thing, but it is quite another thing if you
are using it for creative writing, since what is needed here is an identification
with the subject. As soon as others know that you are not talking about something
they already know, but of something which you know in a special way, they will
listen to you.
Similar to ‘clarity’ is the word ‘transparency’, which assists us in attaining clarity.
Transparency like unmotivated attention is a condition in which an object is
viewed without any particular interest in it. Of course, it is a kind of absorption
in what you are speaking of, but such concentration usually has a concrete subject
when it achieves the condition of clarity. Scientists sometimes attain such
transparency when they have acquired mastery of their topic through constant
analysis and application.
2.2.4 Knowing your reader

The clarity of writing⎯because clarity is a result, an effect, not a quality as
such——depends upon our knowing clearly who our reader is. The reader decides
our choice of language. Every writer has his preferences, and this may, of course,
make him choose his readers, but there is no reader absolutely made for the
language which is the chosen language of the writer. The writer of the age of
Shakespeare knew the love of language his audience had, and made his reader
love his language by leading him further in the same direction. T.S. Eliot did not
have readers readymade for the language, knowledge, skill and potentiality, and
yet he drew upon these. His readers found him difficult, but they loved the
difficulty; they knew where he was going and were prepared to go along with
him and also had the resources for doing so. One indeed not only seeks one’s
audience, but also ‘creates’ it as it were, which is not possible for every writer.
2.2.5 Rigidity may affect clarity

Most subjects, even topics, academically speaking, have a rigid outline⎯
academic disciplines require and produce a certain controlling of the mind, and
so far as clarity in creative expression goes, this rigidity hinders and may even
damage it.
You yourself are the basis and source of clarity. Clear expression must be free,
spontaneous, plastic⎯sensitive to the relation between you and the people to
whom you speak. We seem to be very little concerned about clarity when we
express ourselves. We seem to think that it is the importance of the subject matter
22 that will automatically achieve clarity, or that it is the duty of the reader to extract
clarity out of whatever we choose to say, in whichever manner we like. In fact, General Principles of
Creative Writing
it is one of the advantages of writing, as different from speech, that questions are
not asked of you right there. But never imagine for a moment that because you
are writing, questions cannot be asked of you. That kind of feeling or assumption
is the enemy of clarity. Some of the best writers are involved with themselves,
making their statements, asking their questions, answering them themselves. In
such cases, there is no clarity, but only rhetoric, which is confining of expression.
Some of the finest creative work may eventually come out of it but this does not
usually happen. Complete self-involvement is not a condition in which you can
attain clarity within yourself about what you are saying.
2.2.6 Clarity and language

Language, being the medium for a diversity of human communications, has to
be individualized every time it is used. That is why dialects, slang and changes
of idiom are so essential to creative writing. An abstract standard of language
with its prescriptions of correctness and grammar is never enough for creative
writing. There is a kind of clarity which correctness and grammar may bring
about⎯but beyond that we need a community of expression which binds all of
us together and mobilizes the entire resources of the language. Aristotle, in his
definition of the classic style, defines it as thinking the thoughts of the wise and
speaking the language of the common people. Wise thoughts need not necessarily
be expressed in difficult language. The language used by common people can be
extraordinarily rich in expressions. Most people recognize the qualities and
potentiality of their speech and are able to use it with a sense of creativity, pleasure
and competence. As soon as the writer gets into active touch with the man for
whom he wishes to write, he has found the key to clarity⎯and the response is
not only of understanding, but also of that delight in the catholicity of experience,
which is the field of art. Then the struggle for clarity is over and a new world of
delight opens.
i) Why is mastery of the subject required for the achievement of clarity?
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ii) What is transparency?
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(Check your answers with those given at the end of the Unit.)
2.3 DIRECTNESS
There are great examples of directness of language both in life and in literature;
in fact, the one leads to the other. But men might have strong convictions and yet 23
The Art and Craft of remain inexpressive, tongue-tied. The convictions might thus falter, remain
Creative Writing
unexpressed, and come out as anything but direct.
Directness, therefore, has to be forged by technique. However simple it may
look when achieved, it is the result of continuous exercise, application and
refinement. Syntax is the muscle of language, and exercise of syntax brings out
the inherent force of the language. A writer has to experiment with the language
to discover and adapt its syntax to bring out the compelling force which drives
him. Few writers have achieved such creative power with directness in modern
times as Ernest Hemingway. “The Killers’ is a story one can go over again and
again to see what can be done with the bare bones of syntax.
‘He must have got mixed up with something in Chicago.’
‘I guess so,’ said Nick.
‘It’s a hell of a thing.’
(Then there is a pause during which George takes out a towel and wipes the
counter.)
‘I wonder what he did?’ Nick said.
‘Double-crossed somebody. That’s what they kill them for.’
‘I am going to get out of this town,’ Nick said.
‘Yes, that is a good thing to do.’
‘A hell of a thing’, ‘a good thing to do’ are straight out of the syntactical forms
worn bare by constant usage and yet, isolated by the variation in rhythm,
surrounded and spaced by silence and laconic speech, they expand with a burden
of meaning, a pressure of direct experience that does not bear thinking about.
2.4 AUTHENTICITY
The desire to write⎯the urge to write, if you will⎯arises from one’s necessity
to express oneself. This is how all writing begins. When children start writing,
whether it is about an imaginary world, or a real one, it is this compulsion to
express what they think and feel that is foremost in their minds. They do not
necessarily want others to read what they have written; in fact, some are very
secretive about their writing and hide it in cleverly thought-out places. The act
of writing itself tells the writer which of his feelings are not sincere, and which
are. Writing offers a release to the writer of any age; it is an act of self-expression
so powerful in its intensity that those who have felt the urge, exhaust themselves
doing it, for the time being, at least; but having done it once, successfully, they
must go on performing the same tasks, repeatedly. They find the act of creation
sacred, because it is in the process of writing that the writer is confronted with
his feelings and ideas more concretely. Moreover, what he cannot bind down
with words will escape, and he can bind down only those which have substance,
which are authentic, which have intensely lived in his mind. It is at the moment
of writing that the writer realizes that only some feelings become true through
exact expression, some, which are fleeting, casual and insincere, refuse to be
bound in language. In writing, authenticity of emotions is measured by authenticity
24 of expression.
The poet, the short story writer, the novelist, and the dramatist are all trying to General Principles of
Creative Writing
express, through different mediums, their vision of life as revealed to them through
their experiences, feelings and meditations.
For the writer what authenticity means is that he must himself believe what he
wants others to believe. Authenticity, therefore, comprises for the writer, not
only emotions but also expression. Every writer keeps trying to achieve perfection
in this, although only a few succeed⎯sometimes after a very long wait. That is
why the craft of writing is not an easy one to practice. There are many ways of
seeking truth; for the writer, the first step is to ensure that what he wants others
to feel he feels himself, that it has become a part of himself.
2.4.1 The experience barrier: dangerous to cross it

There is such a thing as an experience barrier. We are born in one sort of family,
live with a particular group of people, have a certain kind of social and cultural
inheritance, and go through a limited number of experiences. These present the
picture of life as we see it. It is possible, through wide reading, to get to know of
other peoples and their lives; yet that kind of knowledge can never be as direct
and as deep as the one we have lived ourselves. If, without direct experience, we
try to portray an area of reality from which we have been excluded, our creative
writing will sound hollow. One common example of this kind of insincerity is
seen when writers with a middle-class background are tempted to portray life as
lived in the ‘high society’——upper class, westernized, amoral and carefree.
Similarly, when writers with a pre-eminently rural or urban background, wish to
cross their experience barrier and write on urban or rural themes, about which
their knowledge is scanty, they fail to convince the reader. Only great writers
are able to cross this barrier with the help of their powerful imagination.
2.4.2 Experience barrier between cultures

It is similarly dangerous to write about other cultures without going deeply enough
into them. One of the reasons why very few Europeans have written with any
measure of understanding, about India is surely that their penetration into our
culture has been superficial. It matches some of the superficial observations we
tend to make about other cultures; the British, the American, the African, and so
forth. In a recent novel, written by a foreigner who has lived long enough in
India, a tea party is described, with a lot of amused observation. The Principal of
a private coaching institution has invited his staff to a tea party, and among the
invitees is a junior member who has come with his pregnant wife. To most of the
staff, who are quite poor, the tea party seems to be an opulent affair. There is
much dressing in one’s finery; everyone talks in a stilted fashion, using Victorian
English of a ripe vintage, and many sycophantic compliments are paid to the
host. When food is served, everybody tries to be discreet and genteel, with the
result that they all eat so little⎯all, except the pregnant wife of the junior teacher.
She is fond of sweets, though in her married life her husband could satisfy this
craving fully only once. In any case, either because of her deprivation, or because
she is pregnant (this reason is also hinted at), she makes a grab at the sweets and
eats them greedily. It is all so funny ⎯the account of the tea party⎯the writer
seems to say; all so funny, yet so sordid.
25
The Art and Craft of 2.4.3 How cross-cultural raids can violate norms of decency
Creative Writing
To an Indian reader of the story it is, however, obvious that the account of the tea
party is indescribably cruel, and since fun is made of deprived people⎯the little
education, the lack of money and social status⎯it is in bad taste. The author
does not see (because the author has not penetrated into the culture of the
characters ridiculed), that behind much of what seems to be funny lies inescapable
servitude and poverty. A person of breeding (not to speak of true culture) does
not make fun of misfortune. The moral, therefore, is that unless the writer can
truly say that he has gone deep enough into another culture to be able to understand
it, he should not attempt any cross-cultural raids.
2.4.4 Total authenticity of locale and culture: R.K. Narayan

One Indian writer who never allows this to happen in his novels and short stories
is R.K. Narayan. His stories are all set in and around Malgudi, a small imaginary
town in Karnataka. Geographical reality is pronounced in all of them, as is the
reality of persons, their occupations, hopes and failures, amusements, and their
daily life. So truthful is Narayan about the people living in this small town, so
authentic is his portrayal of their manners of speech, their education and their
attitudes of mind, that very soon after beginning to read the second story by
Narayan, one feels that one has actually lived in Malgudi all one’s life. Narayan
has found all his material in this small town. Narayan’s stories ring true because
his authentic voice comes from the authentic experience that he portrays.
2.4.5 Authenticity is the base of even highly imaginative creation:

Raja Rao
Even when a writer wishes to transform his material into a highly imaginative
narrative, he must first ensure the authenticity of his material. Once he has done
that, he can fashion the material into the realistic, fantastic, symbolic or any
other mode that he likes. Take, for instance, Raja Rao’s story, ‘The Cow of the
Barricades’ (included in the Policeman and the Rose, O.U.P), in which the story
of the cow, Gauri, and her participation in the Mahatma’s non-violent movement
is narrated. Not only is Gauri created authentically, bit by bit, before our eyes,
but so are the human characters⎯the Master, his disciples, and even the red
men. Raja Rao creates this authentic world so carefully, that when at the end of
the story he invests Gauri with the conscious purpose of a martyr walking sedately
towards her willed death, we find it totally credible.
i) Does a writer’s range become limited if he expresses only what he has himself
experienced?
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ii) How does the experience barrier operate?
26 ........................................................................................................................
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Creative Writing
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2.5 CREDIBILITY STEMS FROM AUTHENTICITY

Credibility thus emerges from authenticity. In that sense, credibility is not an
absolute idea; it relates to the degree of authenticity that the writer has been able
to achieve. A factually correct event may appear to be incredible in writing, if
the author has failed to give it life, i.e., authenticity. We all know what suffering
is, yet in some writing the account of suffering leaves us untouched, whereas in
some others we find it deeply moving. The difference between the first and second
kind lies entirely in the element of authenticity⎯the successful establishment in
writing of the true voice of feeling.
2.5.1 Authenticity and credibility: A close look at Mulk

Raj Anand’s “The Lost Child”
Let us now examine a short story titled “The Lost Child”, written by Mulk Raj
Anand, a story that aptly illustrates what we have so far said about authenticity
and credibility. Fortunately for us, Anand himself provides a background to the
story. He was doing research in Philosophy in London, and he found his work
very hard.
I could not master the whole of European thought quickly. I did not know
Greek or Latin or German or French. I was advised by my Professor to be
honest and accept the fact that I did not know very much. But I struggled all
the same, late into the nights, read huge tomes and brooded. But the more I
read the more I felt lost. Then I remembered some words of Guru Nanak,
who had once said: ‘We are all children lost in the world fair.’ I went to
sleep brooding on these words.
In the early hours of the morning, I recalled that I had been physically lost in
a fair at the age of six in Kaleshwar village, on the banks of the Beas river in
Kangra valley. I had strayed away from my parents, looking at a juggler’s
tricks and was crying for my mother and father when I could not find them.
All the things I had wanted my parents to buy for me, the balloon, the sweets,
the flowers, I did not want any more. I only cried out: ‘I want my mother !
I want my father!’ Someone picked me up and tried to console me, but I was
inconsolable and cried, ‘I want my mother! I want my father!’
I wrote that experience of my childhood in the early morning. As I had had
the experience of being actually lost, the narrative was authentic and true to
my experience. Only I did not put it down in terms of myself. But I,
unconsciously, wrote about a child, any child, who may get lost in the way
as I had got lost.
2.5.2 How Anand establishes authenticity

Anand says that the story was authentic because he had the experience of getting
lost. However, it is not the same thing to have an experience and to be able to
write about it in an authentic voice. Mere experience does not give a writer an 27
The Art and Craft of authentic tone in writing. It has to be created skillfully. Anand first establishes
Creative Writing
the setting: the season, the place, the people, the many ways of travelling to the
fair, then introduces the child with these words. “One little boy ran between his
parents’ legs brimming over with life and laughter. The joyous morning gave
greetings and unashamed invitations to all to come away into the fields, full of
flowers and songs.” The child is full of life and a sense of wonder; all his five
senses are fully alive and stimulated. He is happily possessed of the faculty of
being totally absorbed in the sensation of the moment to the complete forgetfulness
of his surroundings. On the way to the fair, he and his parents enter a footpath in
a field.
It was a flowering mustard field, pale like melting gold, as it swept across
miles and miles of even land a river of liquid light, ebbing and falling with
each fresh eddy of wild wind, and straying at places into broad, rich tributary
streams, yet running in a constant sunny sweep towards the distant mirage
of an ocean of silver light. Where it ended, on one side stood a cluster of low
mud-walled houses thrown into relief by a dense crowd of yellow-robed
men and women, from which arose a high-pitched sequence of whistling,
creaking squeaking, roaring, humming noises, sweeping across the groves
to the blue-throated sky like the weird, strange sound of Siva’s mad laughter.
The child looked up to his father and mother, saturated with the shrill joy
and wonder of this vast glory and feeling that they, too, wore the evidence of
this pure delight in their faces, he left the footpath and plunged headlong
into the field, prancing like a young colt, his small feet chiming with the
fitful gusts of wind that came rich with the fragrance of more distant fields.
This excerpt from the story is a little long, but it serves to illustrate an important
point. Anand, in his writing, rarely indulges in poetic flights. If he does so here,
it is with the specific object of establishing the authenticity of the child’s world,
the child’s natural ability to absorb, entirely, the world around him. The child is
enchanted by the dragonflies bustling to the fair. “Come, child, come”⎯ this
exhortation has to be repeated by his parents to drag him away from what engages
him at the moment; a banyan tree, a shower of young flowers, cooing doves; and
when the fair ground is reached: sweetmeat-sellers, flower-sellers, the balloon
man, a juggler and finally the roundabout in full swing.
It is there that he loses his parents. At once, the world changes for him; panic-
stricken, he now runs about in all directions, till defeated, ‘his cries suppressed
into sobs.’ The bright, vibrant world of a moment before, now becomes a sinister
one ⎯ heavy men, with flashing, murderous eyes and hefty shoulders knock
him to and fro with their brutal paws, until he starts shrieking for his father and
mother. He is lifted up in the arms of a kindly man who, to soothe him, offers
him each delight the child has craved for earlier. But now he wants none of
these, he only asks for his mother and father. The story ends with the man offering
his last allurement on the list⎯ sweets. But the child now only wants his parents.
i) How does Mulk Raj Anand establish authenticity in his story?
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(Check your answer with that given at the end of the Unit)
28
General Principles of
2.6 SUMMING UP Creative Writing
• Clarity and directness are the most important qualities of creative writing.
To achieve clarity you must have mastery over your chosen subject, i.e., you
must distance yourself, think over the matter and get well acquainted with it.
Making things interesting to all concerned is a skill which can be learnt. But
it is not enough for creative writing which has the power to move others and
to make things luminuous.
• Authenticity of emotion leads to authenticity of expression and if rendered
imaginatively can exemplify any experience.
• Experience barriers between cultures can be difficult to cross while writing⎯
though not insurmountable.

i) Without mastering ones subject one might fumble or make it more confusing.
A writer needs to be clear about the smallest detail of the subject to be able
to project it accurately. This would enable the writer to hold the attention of
the reader.
ii) Transparency is associated with clarity. It involves concentration on the
subject without which it cannot be achieved. A writer should closely observe
every small detail in order to make his writing clear and transparent.
i) It does become limited to a certain extent. But experience can be lived
vicariously without the writer having actually undergone it.
ii) If the experience has not been felt by the author it can make the rendering
superficial.
i) Anand establishes authenticity in his story because he had lived through the
experience himself-though that is not the sole criteria of achieving
authenticity. Skill is also required to achieve the desired effect of authenticity.
29
Creative Writing UNIT 3 STRUCTURE OF MATERIAL
Structure

3.1 Introduction
3.2 Criteria for Selection of Themes
3.21 Themes for short stories
3.2.2 Themes for poetry
3.3 The Importance of Opening
3.3.1 False starts
3.3.2 Different genres and conventions
3.3.3 Planned narratives and openings
3.3.4 The opening in the novel
3.3.5 General hints and suggestion
3.4 Building a Climax
3.4.1 Climax and resolution: An example
3.5 Appropriate Endings
3.5.1 Single endings
3.5.2 Endings in formula stories
3.6 Summing Up

This Unit seeks to guide you in your attempt to begin writing. We teach you how
to provide a coherent structure to your work. By the end of this Unit you will
have learnt how to:
• get your themes and develop them
• begin your writing by providing a suitable beginning
• build a climax which is a place of heightened intensity
• bring your writing to a neat conclusion.
3.1 INTRODUCTION
The choice of themes for a possible short story or a poem is rarely deliberate; it
is mostly spontaneous. That is, themes occur to you as you go about your daily
work, and you begin to feel that it will be a good idea to put pen to paper and
write on the theme that has come your way. But does each such impulse get
transformed into a short story/poem? No. Quite often the impulse withers away,
in spite of the brilliant promise it offered you at one point of time. And in quite
a few cases, while you do start writing it out at the earliest opportunity, and with
30 enthusiasm unbounded, you are compelled to leave it off mid-way. It’s all the
same whether you tear it up in disgust or treasure the aborted mess, hoping to do Structure of Material
something about it at some future date. Then, again, there would be that odd one
you complete somehow or the other, in a determined sweep and add to your tally,
but you are never satisfied with the way it has turned out, and suffer the feeling
that the theme that occurred to you was not particularly bright, and you should
have better left it alone. These are the common occupational hazards that a
writer has to put up with.
If you have a story in mind, you should take particular care to marshal the
facts⎯authentic and recognizable details of the locale, the atmosphere, the
historical or social background if that be relevant, as also of the character(s)
you have decided to summon for your purpose. Focus on the concrete facts of
perception which would make the reader alive to the ‘reality’ of the story,
even though you would be mixing them up cleverly with loads of imaginative
fiction.
Take, for example, R.K. Narayan’s Malgudi. There is indeed no such town in
India or elsewhere. But we seem to find our own small town (for those of us
who are familiar with one, in present living or nostalgic memory) talking to us in
numerous ripples of events, peopled, as it is, not merely by recognizable men,
women and children, but by temples, hospitals, markets, goats, donkeys, and
what have you. The writer has brought them close to us, no less by the care he
has taken to study and organize the authentic factual details for his story, than by
the other charms of his story-telling genius.
The importance of fact-finding is less, but only relatively so, in a poem.
Subjectivity has no doubt been, traditionally, a distinctive feature in poetry.
Nevertheless, thanks to the value placed on realism in modern literary thought,
poems are considered to be richer and hence more acceptable, if they are seen to
be in response to concrete scenes and situations of life in our times, as a reader
would recognize them. For example the tourist and the beggar-woman following
him gazing together at a Mithuna sculpture in the temple-walls of Konarak, the
body of a child floating down the river in the aftermath of a bloody riot, the poor
fish in the marketplace staring in awe and wonder, as it were, at the amplitude of
the rich housewife closing in on ‘him’ for the bargain….etc. Won’t the poem be
more picturesque and powerful if you could convey authentic details of the
Konarak sculpture, a river bank that was indeed witness to a bloody riot in recent
memory, or the sights and sounds of a typical fish-market? And then what about
longer poems rooted in history or mythology? Can you trust your creative impulse
to yield a worthwhile poem unless you arm yourself sufficiently with factual
details of the locale, atmosphere and character(s) relevant (or supposedly relevant,
in a mythological piece) to the situation you have in mind?
The emphasis, as above, on ‘homework’ is derived from the compulsion, in
literary parlance, of the circumstance, that while a creative impulse is derived
from (a) experience, (b) observation, and (c) imagination, the three ingredients
are hardly ever matched in ideal proportions in the mental equipage of a writer.
Hence the need to deepen the experience, sharpen the observations and avoid
overdoing the imagination, by taking upon oneself, for the time being, the role
of a researcher, and thus provide the genesis of a theme, that will hold, for a story
or a poem.
31
The Art and Craft of Check Your Progress 1
Creative Writing
i) What are the three factors involved in creativity?
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ii) Attempt to combine these three factors by writing a small piece on the death
of a dear friend.
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(Check your answers with those given at the end of this Unit.)
3.2 CRITERIA FOR SELECTION OF THEMES

While the guidelines indicated above would apply to the genesis of creative
effort in general, it will be advisable to apply some separate and additional criteria
in the case of short stories and poems.
3.2.1 Themes for short stories

A theme may pass the tests referred to above and you may have made the necessary
preparations, but it is still possible that it does not lend itself to the format of a
short story, though it could be excellent material for a piece of journalistic feature-
writing. So before starting to work on these (a) you should satisfy yourself that
it is suitable for being converted into a story i.e. a tale that begins with a promise,
can normally sustain a conflict or complication on its way, and ends with a certain
revelation; and (b) you should be fairly confident that it will say, or appear to
say, something ‘new’ about the human condition, howsoever limited the
framework of your experience or observation may be.
Thus, for example, the antics of the bandarwallah (monkeyman), sporting a

flowing white beard and indulging in toothless chatter, who seeks to entertain
the children of the neighbourhood with the performance of his monkey, much
less interesting than his own , may have prompted you to write something on the
funny, yet sad situation. Apparently, it would make for a delightfully moving
feature article. But could it also be brought within the format of a short story?
Yes,⎯if you could, through your further observation and imagination, weave
the outlines of a tale around the fascinating character. Possibly you could connect
the mirth of his toothless grin to the ebullience of his youth, and his pathetic
dedication to the trade, hardly popular in a city, of playing the monkey, to a
fierce sense of independence that seeks to defy the fates which have been chasing
the sunlight out of his life one by one. So what seems pitiful and ridiculous too,
could well be a story in bravery. Or could it be his way of taking it out on his
family, a cranky old man pitted against his practical third generation? Whatever
32 it is, you have to connect it with a tale, the brief story of his life or one outside it
and so ‘reveal’ the essence of his character at the end. See if your theme can Structure of Material
yield such a tale. And having assured yourself that you can make it, on with your
story, and best of luck.
This example refers to a so-called ‘character-story’. But there are many other
ways of telling a story, derived from the twin prerequisites referred to above, and
there are several other cognate considerations that go into the writing of a story.
3.2.2 Themes for poetry

While the writer’s statement in a short story comes through by traversing a certain
distance, the statement in a poem has to grip the reader’s thought and imagination
in an instant. This being so, it is of utmost importance before writing a poem on
a well-chosen theme, that you should be committed totally, right at the beginning,
to what you are going to say and how. That is, to the basic thought-content and
the tone (fearful, angry, excited, reflective or whatever) that you wish to adopt.
The words will come later. You may have to chop and hew them any number of
times. But your sights must be pretty clear at the outset, on the ‘what and how’
of your poem-to-be, which would determine the overall nature of the impact you
wish to create in the mind of the reader
Let us take for example the theme of being lost in the woods on an evening when
the darkness is setting in⎯ a traditional yet fascinating theme which has a fable-
like charm about it that has enticed poets through the ages, from the immortal
Dante in his ‘The Divine Comedy’ to the modern poet of today, anxious to seize
upon an image which would be rich in possibilities in terms of the various kinds
of response that it tends to evoke. There is a fatal charm about such themes, and
they can tie you up in knots, if you are not careful enough to start with.
In a poem the thought-content and the tone often tend to coalesce; the verbal,
seeking to express a thought, would merge into the non-verbal, i.e. the pervasive
mystical experience of the poem which can only be expressed symbolically. In
its totality it may be, as most modern poems are, a complex phenomenon in
awareness, that you wish to share with the reader. Even so, it is necessary for
your poetic craft that you should commit yourself to the quintessence of your
statement in the mould of an overall emotion, before you begin. Losing yourself
in the woods while the daylight is fading, slowly but inevitably, would give rise
to a variety of emotions, depending on your mood, life-situation, world-view or
whatever⎯fear, as of a child; a sense of adventure reaching out to the mystery;
expectancy, hoping to find somebody from this ‘deep and dark’ of our dreams;
surrender akin to divine consciousness, etc. it is not unlikely that you have been
taken in by the multi-faceted charm of the situation, and your reactions are chaotic.
But you should weld them into a dominant outlook of the mind, one of the many
indicated above. And then bind yourself to it. It is only then that you can formulate
the ‘what and how’ of your statement in fairly clear terms, which will yield the
appropriate images and metaphors, and then, move on to the opening lines.
This is not to say that you have to do without the truths of a complex reaction.
But let the complexity be derived from or opposed if need be (in a point-
counterpoint syndrome, if you can make it) to the dominant outlook, as you
move along. Do not mistake your chaotic and criss-crossed reactions for complexity,
and allow the words to find their own bearings. That might land you with confused
33
The Art and Craft of images and mixed metaphors, a failing which cannot be saved always by the
Creative Writing
plea of subjectivity or the vaunted obscurity of the modern consciousness.
3.3 THE IMPORTANCE OF OPENING

In all types of creative writing, the first thing that teases the writer is the question
of ‘opening’. That is to say, he has to face the problem of finding a suitable
answer to the question: ‘How do I strike the right note at the start?’ He must
solve it, if he is going to be able to continue at all, even when he happens to be an
experienced artist. Naturally, then, the apprentice would be even more put to the
test, for though certain helpful suggestions could, at times, lead him into the right
street, no set rules or formulae could make him achieve the desired effect. There is
a kind of mystery about the whole creative process, and the opening of a narrative
is a part of that mystery. There is, as Oscar Wilde put it, pain at ‘the birth of a
star’, and each new poem or play, story or novel, essay or biography, presents
that problem. There is distress and despair when the blank paper seems to mock
one’s efforts, or, soon enough, becomes a pitiful scrawl of writing and scratching.
However, there is nothing to worry about, for any genuine engagement with
human reality and any true impulse to create, will eventually produce the desired
effect. It is chiefly a matter of trust, application and insight.
3.3.1 False starts

False starts are really a part of the creative process, and need not cause undue
anxiety. Even the greatest writers, as their diaries, manuscripts and letters, etc.
show, have had to battle their way through, after a series of agonizing and awkward
starts. What is important then, is the ability of the writer to act as his own critic,
and see if he has been able to put across clearly and economically the ideas his
imagination is struggling to organize. Indeed, to secure the right note, and the
right tone, he may have to labour over the first few lines or even paragraphs.
Maybe the scene or the idea will have to be written down in more than one
narrative form, and from more than one angle, to test which of these modes suits
him best in that particular case. And once the imagination is beginning to tick, as
it were, the narrative often finds its own rhythm, and begins to take off under its
own steam. Revision, then, is a part of one’s vision of things, and must not be
taken as a sign of failure
3.3.2 Different genres and conventions

Obviously, there cannot be any standard advice with regards to the opening of a
narrative. Each kind, poetry, drama, fiction, etc., has its own peculiar requirements.
Even now, daring experiments can only be made within the norms of each kind
of writing. What may be an apt opening in a narrative poem may sound awkward
in a novel or a short story. In other words, the opening of a narrative is organically
linked to the requirements of the type.
Clearly, what has been suggested above applies chiefly to different forms of
fiction⎯the novel, the novella, the tale or the short story⎯and is not intended to
cover drama and poetry, though the question of opening is, in its own way,
important in those genres also. True, a poem may begin with a startling line that
34 makes the reader sit up, but we are not talking of openings here in that sense and
context. The opening in our context, is an integral part of the narrative process, Structure of Material
and in a lyric or a song or a sonnet, there is hardly a narrative to tell. For the birth
of a poem is often a matter of luck, sudden illumination or breakthrough, though
even a great poet like W.B. Yeats is known to have prepared a prose version of a
contemplated poem, and lifted some lines from it to fit the poetic frame. We are
also leaving drama out of this account, for the theatre has its own conventions
and constraints and, therefore, a separate statement would be needed for it.
3.3.3 Planned narratives and openings

Some novelists and short story writers plan their narratives very carefully, and
go on to prepare a full outline to be fleshed out later. In such cases, the opening
is carefully devised so that it becomes a part of the operative vision and structure.
It impinges directly or indirectly upon the middle (development and process),
and more significantly , upon the ending of the novel or the tale in question. In
the hands of a great artist like Henry James such a plan usually, though not
always, works well. For, basically, such constraints do not augur well for the
health of the tale. Some novelists, therefore, depend a good deal on improvisation
en route, and leave the narrative to take its significant form out of its own inner
compulsions and energies. One may recall here Thackeray’s statement that his
characters took him where they liked; he was, so to speak, in their hands. A
modern novelist like Saul Bellow, for instance, moves away from the planned,
tight structures of his earlier novels (Dangling Man, Seize the Day, The Victim)
to the open, relaxed, picaresque, catch-all form in later novels (such as The
Adventures of Augie March, Henderson the Rain King and Herzog). The point
we are trying to make is that the opening as a unit of composition may not be
fully planned in advance where the novel in particular is concerned. It may even
be desirable not to do so.
3.3.4 The opening in the novel

As we have hinted already, it really matters how the first sentence or even the
first paragraph or paragraphs begin in a novel, and should the opening be arresting,
startling or amusing, it straightaway arouses the reader’s interest. Eventually, of
course, it is the full body of the novel and its total effect that would tend to
measure its value, not a flashy sentence or two at the start. Still, there are some
interesting examples of such startling openings, and one of the well-known
examples is Jane Austen’s Pride and Prejudice. Its celebrated opening sentence
has already passed into the realm of sayings and aphorisms. ‘It is a truth universally
acknowledged, that a single man in possession of a good fortune, must be in
want of a wife.’
Again, Tolstoy’s Anna Karenina starts thus: ‘Happy families are alike, every
unhappy family is unhappy in its own way.’ These are good examples, but, as a
rule the opening sentence or sentences in a work of longer fiction would hardly
be remembered by the reader when he is through with the book. Or, take another
opening:
Once upon a time and a very good time it was there was a moocow coming
down along the road that a nicens little boy names baby tuckoo….
The Portrait of the Artist as a Young Man
-James Joyce 35
The Art and Craft of The appeal of such an opening is almost purely linguistic, and it has hardly any
Creative Writing
significant bearing on the theme of the novel, but its ‘fairy story’ air and its
repetitive pattern and slang make it an admirable example of an arresting opening.
A good opening may set the tone as in Saul Bellow’s Henderson the Rain King:
What made me take this trip to Africa? There is no quick explanation. Things
got worse and worse and worse and pretty soon they were too complicated.
When I think of my condition at the age of fifty five when I bought the
ticket, all is grief. The facts begin to crowd me and soon I get a pressure in
the chest. A disorderly rush begins⎯my parents, my wives, my girls, my
children, my farm, my animals, my habits, my money, my music, lessons,
my drunkenness, my prejudices, my brutality, my teeth, my face, my soul! I
have to cry, ‘No, no, get back, curse you, let me along!’ But how can they let
me along? They belong to me. They are mine. And they pile into me from
all sides. It turns into chaos.
Now, the two-line opening paragraph has hardly any great merit, but the
condensed, capsule second paragraph springs upon the reader all in a rush to
whet his appetite, and soon plunges him into the whole man world of this American
millionaire. And somehow, amazingly, the high comic tone persists till the end.
The opening has done the trick, so to speak. But equally, the raciness of the tone
characterizes the tempo of this rambling novel. So, here the opening paragraphs
tie up with the opening as a unit of composition in a long narrative.
3.3.5 General hints and suggestions

i) Try to finalise the title of the story before you plunge into the unknown
territory ahead. Generally speaking, a kind of outline is in one’s mind, even
if not sketched out on paper. The title naturally has to indicate the spirit of
the story, and should, therefore, be apt and effective. It may even be ironical
or humorous, if such is your intention, and such the nature of your theme. As
part of the opening process, the right title will automatically set brakes on
your imagination, which may sometimes run away with the situation. Of
course, this is not a strict practice, and you may well be obliged at times to
write out the full story first, and then ponder over the problem of the title.
And here also, you may have to score out several headings before you hit
upon the right title.
ii) In fact, even as the title is being finalized, you have to decide the question of
the focus in the proposed work. Is it primarily a study of (a) character, (b)
incident or situation, or of (c) mood or atmosphere? Is it again, a specimen
of (a) thriller or murder mystery, (b) the supernatural (ghost stories etc.), (c)
humour /farce, (d) fantasy/allegory, or (e) science fiction, etc.? The opening
of your work will naturally be determined by the type of fiction you plan to
write. For instance, a loaded hint or a startling comment or speech in a murder
mystery may be just the right thing, and a joke in the case of a humorous
narrative or sketch. Never give ‘the game’ away in the opening itself unless,
of course, that is the whole point of your story.
iii) Avoid a show of artiness as far as possible. A flamboyant but forced opening,
even when attractive, will not do in the end. However, a genuinely startling
36 opening gives your narrative a head-on advantage.
Edgar Allan Poe’s celebrated statement, made in his review of Hawthorne’s Structure of Material
Tales, seems to sum up the matter. ‘If his very first sentence tends not to the
outbringing of this effect, then he has failed in his first step.’ says Poe,
concerning a story-writer. This should not, however, be taken as the gospel
truth or as a ‘sure-success’ formula, though Poe is right to add that each
sentence must logically be linked to the one that precedes and the one that
follows. Consider R.K. Narayan’s opening sentences of ‘Half-a-Rupee
Worth’.
Subbaiah sold rice at the marketgate. In his shop you found, heaped in
wicker baskets, all varieties of rice: from pebbly coarse rice to Delhi
Samba. White as jasmine and slender as a needle. His shop was stuffy
and dark but there was no place like it on earth for him…. .
This beginning foreshadows Subbaiah’s end: ‘death due to accidental toppling
off of rice bags’.
Also, it is important not to prolong the opening, or stretch it out so that it
begins to look a thing apart, hanging separately like a bunch of balloons. A
good opening should glide comfortably, unobtrusively and economically into
the next ‘gear’. The germinal idea is to be developed into a certain set length,
and you cannot afford to linger over ‘effects,’ etc.
iv) Then, there is the question of a writer’s prose style. Clearly, you cannot have
a separate style for the opening of your narrative to make it look distinctive,
but, you should, at all costs, avoid the use of old, tired and weather-beaten
similes, ‘set’ phrases and conventional idioms, which is not to suggest that
you may not use such linguistic props in any other part of your novel or
story; only in such cases, they would not draw the reader’s critical attention
so much as they would do in respect of your openings.
v) Personal style in tune with your world-view, if visible at the start, like a
‘signature tune’ in radio and TV, can win you an attentive audience.
Hemingway’s celebrated style is one obvious example, though a young
apprentice would do well not to imitate it, but to understand its rightness. Its
artful simplicity and bareness, if used as mere ploys, can end up as parody
and artiness.
Nick stood up. He was all right. He looked up the track at the lights of
the caboose going out of sight around the curve. There was water on
both sides of the track, then tamarack swamp.
(Ernest Hemingway: ‘The Battle’)
3.4 BUILDING A CLIMAX

Climax is an intense and crucial point of the story which precipitates a crisis. A
crisis is the culmination of tension and conflict which heads towards an inevitable
resolution.
In a narration of imaginative content, the climax is a happening of heightened
intensity, but well along the progression of the events or happenings narrated
already. The climax leads to a resolution of the crisis contained in the story. The
resolution may or may not be on the anticipated lines, but it never fails to be 37
The Art and Craft of convincing. Climax in both a short story and a novel performs the same function.
Creative Writing
It brings matters to a head, so to say. The different strands of the narrative suddenly
acquire a new meaning and significance. It also reveals the direction in which to
look for the ‘message’ of the story, if the author had intended one. Even otherwise,
it reveals the unconscious intent of the author much more tangibly than the other
earlier details. Climax assumes great importance in the sociological analysis of a
writer’s works. His leanings, affiliations, and his personal vision of the world,
get revealed in far clearer terms in his climax than in the other segments of the
story. The story given below will illustrate to you the art of building a climax, its
nature and function.
3.4.1 Climax and resolution: An example

Malcolm Scott is an embittered young Englishman. He comes to India with some
happy expectations but has not quite foreseen the hazards he would experience
by way of the climate of the country, the general living conditions, the quality of
assistance he must be content with in running his home, and so on. India looks
an awful place to live in, and the Indians primitive and lacking in refinement. Of
course he is not aware that a different culture can have a totally different, but
equally valid, value system. His personal miscalculations and prejudices prevent
him from seeing that the people he comes to rule over had a culture centuries
before his own ancestors did. He cannot understand their tact and sophistication
when they, as village elders, receive him as an official and even bribe him
unobtrusively! He is not aware of the fact that he has a clerk who is intelligent
enough to master five languages. Once he goes on an inspection tour of a few
villages. He takes his young wife along, and their lodging for a few days has to
be an inspection bungalow⎯the only roofed structure in a landscape of acres of
fields and open land. On this tour his contempt for Indians takes the form of
thoughtless mischief, and he lifts the saree of a woman bathing in a pond, just to
know whether the ‘animal’ was a male or a female…..
The story moves towards its climax
From now on the story rushes towards its climax. Hardly is Scott back in his
inspection bunglow than he and his wife notice a strange spectacle⎯men in
ones and twos gathering round the bungalow. Each man carries a stick and stands
rock-like. Scott discovers that his servants have slipped out. Now a stone comes
crashing in. Scott and his wife know they are threatened but for what they do not
know. Their only means of knowing is the clerk who knows five languages. The
clerk goes out of the bungalow to enquire. He comes back with the news that the
men are from the village the bathing woman comes from, and that they have
come to seek an answer for Scott’s misdemeanor. Scott at first thinks of shooting
his way out of the situation, but the clerk points out the impossibility of such a
course of action. Scott promises to pay some money to the woman as
compensation. The clerk goes out to the mob to negotiate. The mob, he informs
Scott, will have none of the money. Scott has violated a woman of their own.
The just penalty is that the same should be done to a woman of Scott’s kind.
Scott’s wife faints. Now the clerk asks not only Scott but his wife also to go out
and beg their pardon.
What is a terse narration of a possible situation in colonial India comes to a
38 climax most unexpectedly. Scott teases the woman not with the intent of assaulting
her; he is not in an agitated state of mind when he does it playfully, but in that Structure of Material
action he reveals his deep-rooted contempt and racist prejudice towards a subject
people. The climax in such stories is rather complicated because it is not easily
identifiable. To a discerning reader, however, the indication is subtle and strong.
Resolution of the crisis
They beg pardon on their knees. Scott stays on in the town for another year and
a half. He never mentions the inspection bungalow incident to anyone. Nor does
he make any more remarks about India or Indians.
The crisis is resolved not by the readily conceivable solution of giving a thrashing
to the guilty, but by transferring the outrage from the guilty to the principle
underlying the guilt⎯insulting women, and devising a corresponding punishment.
Personal sting and malice is taken out; no wonder Scott takes the punishment as
a just retribution. He must have been at peace with his conscience because he
continues to live in that region for a year and a half more. It is a conversion, a
very radical conversion at that, but the climax brings it out effectively and
effortlessly.
i) What is the nature and function of the climax in a story?
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ii) In not more than 5 sentences, write another resolution to the story cited
above. (150 words)
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3.5 APPROPRIATE ENDINGS

Our experience of life as well as of literature is in the context of time. Hence the
need for beginnings, middles and ends⎯points around which this experience is
organized. Ours is a story-shaped world, and the story can be called a metaphor
for reality. Stories, like lives, have an ending and an end. In both, endings and
ends confer a sense of finality of accomplishment. However, by ending his stories,
the writer does not package life into a neat aesthetic whole, but discovers its rich
possibilities in varying contexts. Not a termination, an ending in a story is, in
fact, in the nature of a revelation about people and things. ‘Is that so? I never
imagined it this way’⎯are common reactions to ending in stories. The revelation
is itself a moral act in that it leads to knowledge about the eccentricities of our
behavior, about the deceptions of the world surrounding us, about dimensions
hidden from our surface-view of things. As Aristotle argued, the proper function
of the ending of a tragedy was to purge the unhealthy emotions of the audience
(a moral act), and if it did not do so, the tragedy was not well-formed.
39
The Art and Craft of Considering that in constructing their plots, writers determine their beginnings
Creative Writing
in the light of the endings, it would not be wrong to say, to vary T.S. Eliot’s
memorable assertion, that ‘in my ending is my beginning’. Endings determine
the form of the story, the direction it would take in order to lend an experience,
coherence and intelligibility. Form is what makes a story easily understandable.
Form ‘concludes’ it even as the experience always remains unlimited.
This is why endings are not closures, for closures involve shutting off of
experience, sealing it as it were. On the other hand, endings are only turning
points in the flow of experience. Closures come when the subject is exhausted,
endings when the subject reveals its inexhaustibility. In Kafka’s ‘The Trial’ the
hero is ‘too tired to survey all the conclusions arising from the story…’. In quite
a few other stories, too, the ending is open, leading to endless possibilities.
Unlike closures, endings provide a resolution of experience, both in artistic and
thematic terms. Endings are invitations to further exploration even when they do
not seem to say so. This is their deceptive power and their amazing hold on the
reader’s imagination.
3.5.1 Surprise endings

There are as many kinds of endings as there are short stories and novels, and the
possibilities are rich and suggestive. Short stories are noted for their compactness,
restricted compass and concentrated effects. Consequently, their endings will be
determined by both the nature of the material (an event, a moment, a brief
illumination, to mention a few instances), and the manner in which it is treated.
Being a complex form of writing, embracing many narrative types, it would be
wrong to make generalizations about endings in stories, but a few familiar
examples may be given to show their scope and limitation. Our reading experience
itself would give us an idea of the types of endings in stories. There are action
stories, atmosphere stories, formula stories and many other intermediate types
of stories⎯each with an appropriate ending. Many of the stories in R.K.
Narayan’s Lawley Road, may have no perceptible endings and yet we find them
dependent upon some kind of a conclusion.
In such a story, the reading experience is built in the following way: while our
expectations fluctuate with the unfolding of the plot, a situation that no one would
have expected in the normal course does occur, and surprises us. Such an ending
is unique in as much as it is not foreseen in the plot, even though it stays within
the range of probability: it is single because once the ending occurs we begin to
wonder whether it was not a slight gesture, a single hint, a sudden discourse, that
might have caused our surprise.
In this connection, we could examine at some length O’Henry’s well-known
story, ‘The Gift of the Magi’. This story is like a riddle in which our expectations
are built up in a certain direction. We watch both husband and wife parting with
their most precious possessions in order to give fitting gifts to each other. But at
the moment of giving, they discover that the gifts have no value since they would
be of little use to either. Our initial reaction is one of being tricked. But only
later do we realize the pathos of the situation. By reversing our expectations, we
acquire more insight into the working of the human mind and the futility of its
sentimental concerns.
40
Maupassant’s story, ‘The Diamond Necklace’, provides another evidence of a Structure of Material
surprise ending accompanied by a sudden reversal of our expectations. As in the
O’Henry story, we are brought face to face with a human situation. The fact that
the original necklace turns out to be a fake, whereas the replaced one is of genuine
diamonds, adds to the irony of the situation.
3.5.2 Ending in formula stories

Formula stories have long enjoyed popularity and critical recognition; but the
kind we get to read today demand a minimum of intellectual effort to grasp
them. All such stories end on the right note; the girl marries her dream lover, the
adventurer finds his treasure and poetic justice never fails.
This class of stories would not be worth critical attention were it not for the fact
that a majority of readers are familiar with these. These stories appear in magazines
and other popular journals, and work to a neat formula or a readymade pattern.
They reflect the reader’s own fantasies projected outside. Neither their endings
nor the climax of moods and premonitions is surprising in the true sense. Their
endings are simply in full accord with our collective desires and sentiments.
Every writer of television serials knows this and makes maximum use of the
reader’s susceptibilities. What makes them appealing is their utter predictability.
To write such stories requires a sharp perception of the reader’s psychology, as
well as familiarity with the kind of language which embodies our fantasies. A
well-defined scheme of ideas and attitudes constitutes the ‘plot’ of the formula
stories. They invite our identification with one or a group of characters (witness
our response to the television creations). The narrative, by placing obstacles
between desire and eventual fulfillment, makes anticipation of the end, an end in
itself. It is by keeping this anticipation alive that formula stories succeed in a
large measure. In formula stories, particularly the soap operas which we see on
our television screens, the endings are stretched over a period of time so as to leave
room for complications. Once the endings come, order is restored and our desire
satisfied. A formula story appeals to our desire for order and wholeness, but it
attracts more readers than other kinds of stories do, precisely because obstacles
are removed, no matter what happens, and just deserts are meted out. This is
why these stories have the widest possible audience among uninitiated readers.
i) Write a note on surprise and formula endings
........................................................................................................................
........................................................................................................................
........................................................................................................................
(Check your answer with the one given at the end of this Unit.)
3.6 SUMMING UP
To recapitulate;
• The importance of an opening lies in its capacity to arouse the reader’s interest
and curiosity immediately. 41
The Art and Craft of • Climax is a happening of heightened intensity and leads to a resolution.
Creative Writing
This needs to be convincing to make the experience self-sustaining.
• The endings in formula stories are a projection of the reader’s desires and
fantasies and are in the form of poetic justice ⎯ hence predictable.

i) Experience, observation and imagination. Unfortunately imagination alone
is commissioned to substitute for experience and observation. This invariably
leads to shallow writing.
ii) Hints: Write about something that really happened. If that is not possible,
then recall some similar incident that you must have heard about. Providing
precise details would show your powers of observation.
i) Build up your answer using the following words: crisis, culmination, conflict,
resolution.
ii) The apology made by Michael Scott is not accepted. Now develop a different
approach.
i) In surprise endings the story ends unexpectedly and no clue is given earlier
on. However such endings are entirely within the range of possibility.
Formula endings end on a predictable note and the readers get an impression
of poetic justice having been meted out.
42
Structure of Material
UNIT 4 ENSURING READABILITY
Structure

4.1 Introduction
4.2 Readability — A Writer’s Ultimate Goal
4.2.1 Choice of a situation
4.2.2 Direct experience
4.2.3 Make your beginning interesting
4.2.4 Ambiguity and suspense
4.2.5 Minutiae and readability
4.2.6 Language and readability
4.3 Dialogues Help to Ensure Readability
4.3.1 Dialogues in poetry
4.3.2 Dialogues in drama
4.4 How to Conclude
4.5 Summing Up

In this Unit, you will learn the importance of readability as the ultimate objective
of all successful writing. By the end of this unit you will learn that:
• you should make your openings and endings as dramatic and interesting as
possible.
• in order to capture and sustain your reader’s interest, you may also use
ambiguity and suspense.
• a skilful use of little details may also help you to lend an aura of credibility
to your writing.
• you should avoid using complex sentences and heavy diction, since stilted
language invariably hurts readability.
4.1 INTRODUCTION
As a creative writer, you should employ every possible device to make your
writing readable. You may recall what Lewis Carroll makes Alice say in the
course of her adventures in the Wonderland:
‘What is the use of a book without pictures or conversations?’
Well, this casual remark of a little girl seems to sum up ideally the role of ‘pictures’
(i.e., images and symbols) and ‘conversation’ (i.e., dialogues and monologues)
43
The Art and Craft of in any form of creative writing. These are the ingredients that enable a writer to
Creative Writing
seize and hold his reader’s attention.
It is important that you keep up the reader’s interest from beginning to end. It’s
like keeping the fire burning⎯poking, pushing the wood into a steady flame. In
other words, each part of your writing must hold on its own⎯each para, nay,
each sentence. This is the mark of a successful writer. If you let the reader’s
interest flag at any point, your writing will fall apart, the illusion will break, and
your reader may turn to something else. A successful writer, therefore, should
bring into play all his senses. Let the reader feel as though he is participating in
an exciting experience. This was Joseph Conrad’s main credo as a writer:
My task which I am trying to achieve is, by the power of the written word, to
make you hear, to make you feel⎯it is above all, to make you see.
If you can make your reader see and hear what you are writing, you would ensure
readability⎯and credibility. You would then be able to carry your reader along
as if he were your fellow-traveller. He will then follow you all the way not so
much interested in what you are saying but in just enjoying your company. ‘To
read a writer for me,’ says Andre Gide, ‘is not merely to get an idea of what he
says, but to go off, with him, and travel in his company….’ (Andre Gide: Pretexts-
‘Third Imaginary Interveiw’)
4.2 READABILITY—A WRITER’S ULTIMATE

GOAL
Let’s now examine the concept of readability in the context of creative writing.
If a short-story writer, a playwright, a feature-writer or a poet, cannot arrest his
reader’s interest and sustain it till the end, he has obviously failed. ‘Of all the
needs a book has, the chief need is that it be readable’, observes Anthony
Trollope⎯although paradoxically, his own fiction and miscellaneous writings
fall short of this ideal. His writing was often too thin, and he let his reader’s
interest wander away from the central theme. How very rightly has Emerson
stressed the need to keep your reader under your constant spell. ‘Books take
their place,’ he says, ‘according to their specific gravity as surely as potatoes in
a tub.’ So you should always remember that, in order to turn out anything really
readable, you must have something exciting to say⎯not just a vague idea, a
half-baked character, a nebulous scene. A story that hasn’t yet taken any concrete
shape in the writer’s mind can never work out successfully. No wonder, if a story
or a poem is called an artifact, it’s because it’s always skillfully structured, as a
product of ‘human workmanship’.
4.2.1 Choice of a situation

Situations play an important role in ensuring readability. A situation is to a story
what flour is to bread. It is not only the substance of the ‘stories’ of short stories
and novels but also the stuff of poetry. One of the earliest poetic outbursts came
out of the situation of the sage Valmiki accidentally seeing a hunter kill a bird,
letting its spouse suffer the pangs of separation. Epics of all languages have a
situation of grave importance as their subject matter, and each epic contains a
multiplicity of situations
44
In the centuries of creative writing in all parts of the world, almost all experiences Ensuring Readability
possible to man have been written about. Although formal writing, until about
five hundred years ago, was mostly about larger-than-life men and women, gods
and goddesses, alongside there was also creative writing dealing with the ordinary
and the lowly. As a matter of fact, though the main characters of the epics and
classics of ancient times were gifted or specially blessed heroes and heroines, all
the works had accounts of numberless men and women who were very close to
ordinary life, almost like any of us today. Languages and cultures of great
sophistication laid down special rules for creating characters, and these
prescriptions continued to be followed for a fairly long time, and acted as a
restraint upon a free choice of situations. That apart, the culture of a land imposes
its own restraint on matters of speech and writing. Either consciously or
unconsciously, every Indian observes certain taboos, and these eliminate a few
more situations from creative writing. But in spite of these restraints, life in
India has an abundant variety of situations for an aspiring writer.
Any experience or memory can serve as a situation for creative writing. Broadly
speaking, experiences can be grouped under two heads: happy or unhappy. In
creative writing, it so happens that some writers have a special leaning towards
the one or the other. There can be no value judgement on this selection because
a story, or a novel, or a poem, that springs from an unhappy situation need not
necessarily be a sorrowful or depressing experience. On the other hand, it can
take the reader directly to the heart of the human condition and give him a glimpse
of truth. Happy situations convey a feeling of optimism and well-being, and
they are an invaluable asset to human imagination and fantasy. Happy situations
are, in a sense, the more difficult of the two to handle in a literary work of depth.
Situations can also be classified differently: childhood, adolescence, youth, middle
age, old age, senility; school, university, place of work; relationship with other
men, other women; informal groups and formal groups, weddings, other
celebrations, deaths and funerals; society as an amorphous mass or particular
representatives of the society; religion, in general, a particular god or deity or a
saint or holy place, personal religious experience which may range from ecstasy
to acute feelings of remorse or guilt; politics of the land with all the
ramifications⎯social, institutional and personal; law court, court buildings,
judges, clerks of the judiciary, lawyers, witnesses, court cases, plaintiff, defendant,
accused, sentence, prison, different forms of punishment, execution; existential
situations, and situations provoking righteous indignation.
Situations can also be divided into two broad groups⎯human-interest situations,
and those needing interpretations.
4.2.2 Direct Experience

As already stated, in the first instance any situation is good enough for creative
elaboration. But it is best to choose only those which have directly affected the
author to some extent. It is only then that the necessary involvement to activate
the creative process can be generated. A single situation can be the seed for a
whole work of creative imagination. It is also possible to take up a chain of
interrelated or interconnected situations and weave them into a creative work.
The important thing is that the main situation chosen must have, in some
substantial manner, affected the writer. Only then will his writing acquire the
right of authenticity. 45
The Art and Craft of Whether we examine the work of Valmiki or Shakespeare, the great masters took
Creative Writing
up stories which were already popular or had been recorded in some form or
another. They took up an ordinary story and transformed it into a work of art by
treating the subject with their vision. Ancient epics contain a large number of
situations and deal with a variety of relationships and human feelings. They are
ambitious works by exceptionally gifted and skilled men. It is unfortunate that
we know so little of the time the epics write about, even more unfortunate that
we know so little about the authors, their apprenticeship, and the experiences
that shaped their art. Yet, although they might have taken up ready-made
situations, they transformed such stories with their personalities⎯behind which
lay a lifetime of intense living, feeling and thinking.
In creative writing, it is good to be ambitious, but one should also be realistic
about one’s own capability, potential and limitations. There are numerous
accounts of how the writers of the 17th, 18th and 19th centuries wrote their
masterpieces. A main characteristic of the writings of these centuries is that the
first creations of a writer have generally drawn heavily from actual experiences.
The first novel or the first stories are about himself, which is not bad in itself.
The writer then has greater control over his or her material; he or she has plenty
to choose from; the degree of authenticity is always higher. Childhood experiences
offer a bountiful treasure to any aspiring writer. Whether the childhood was a
happy one or not, is a matter of subjective judgment, but in any case the person
has quite a few significant things of his or her childhood to talk about, discuss,
reorder in his or her imagination, and present in interesting, creative work.
4.2.3 Make your beginning interesting

It’s always a dramatic beginning that makes your writing readable. So you should
work out your beginnings as carefully as possible. Remember that your editor
or publisher is a very busy person, with piles of manuscripts waiting for his
verdict. Most probably, he may not have the time to read through an entire piece
before making his decision. And you are not present in his office to say: ‘Please,
wait till you get to the third page⎯that’s where I’ve written something very
exciting.’ Often, he looks through just the first two or three paragraphs to decide
whether he should read any further or not. So, if your opening hasn’t done it,
you have already lost the game. You will then get a politely phrased rejection
slip: ‘The editor thanks you for sending him your MS, but he regrets that he is
unable to use it.’ It is, therefore, essential that you shape your beginnings with
discrimination. Let your opening sentence act as a sort of curtain-raiser. Plunge
headlong into the thing itself, without beating about the bush. In order to learn
how to begin your writing, study carefully as many opening paragraphs as possible
of well-know writers—-feature-writers, story-writers, poets, etc.
Read the following examples closely:
i) Public speaking is a habit-forming activity, like coffee or tobacco; so many
have now got into the habit that at present there are more speakers than
listeners in our minds. (R.K. Narayan: ‘The Need for Silence’ from Next
Sunday)
ii) I know this is an odd story. I don’t understand it myself and if I set it down
46
in black and white it is only with a faint hope that when I have written it I Ensuring Readability
may get a clearer view of it………(Somerset Maugham: ‘The Kite’)
iii) Sir Hasan was surprised at the cordiality of the man’s greeting as he looked
out from the ferry-boat which was carrying him ashore to Gibralter from the
steamer, (Mulk Raj Anand: ‘Appearance and Reality’)
iv) I can smell violence in the air
like the lash of coming rain-
mass hatreds drifting grey across the moon
(Keki Daruwalla: ‘Ruminations’)
Which of the openings given above is the most dramatic⎯and which the least?
Write your comments in about a paragraph each.
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4.2.4 Ambiguity and suspense

Let’s now consider two cardinal principles of readability, not only for a successful
opening but to ensure the sustained interest of the reader from the beginning to
the end.
First, we may consider ambiguity. What does it mean in this context? It just
implies that a writer shouldn’t give himself away completely in the course of his
writing, more particularly in the opening. If your reader has picked up ‘the thing
itself’ right at the start, why should he bother to read on till the end? It’s like a
detective story-writer who gives away the clue to the murder right in the beginning,
letting the reader in on the central mystery. On the other hand, a skillful writer
prefers to keep his reader with all sorts of teasing ambiguities, riddles and traps.
And since ambiguity always generates suspense in the reader’s mind, he keeps
reading on and on. He pauses here and there to comprehend what an
understatement might have implied. Did the answer to a question carry three
meanings⎯or more? Did a character’s nod signify assent or disagreement? In
other words, a successful writer is like a young beautiful girl who never commits
herself to her boy-friend, but just leads him on with nods, hums, sighs, smiles
and mute whisperings. It’s the same guessing game in courtship, as in creative
writing.
4.2.5 Minutiae and Readability

An ingenious manipulation of detail is another device to seize and hold a reader’s
interest. It’s seldom the main theme that does it⎯the palpable story-line, the
central argument, the basic tenor. On the other hand, it’s often the little details
that build up the reader’s interest by investing the writing with credibility. Saul
Bellow observes that classics will ‘interest us in a scene, in a dialogue, a mood,
an insight, in language, in the character, in the revelation of a design….’ And
such feats are often accomplished through a judicious handling of detail. This
strategy, however, should never be overdone; a writer must ensure that each 47
The Art and Craft of detail, in some way, relates itself to the central vision of the writer. Nothing hurts
Creative Writing
readability more than irrelevance.
This is, for instance, how Arnost Lustig, a well-known Czechoslovakian story-
writer, describes his protagonist looking intently at a young woman, without
wasting a single detail. Everything here is grist to the mill.
He narrowed his eyes and saw her clearly like the white summit of some
snow-capped mountain. Her brow was smooth, and her skin well-nigh
transparent; she had loosely flowing golden hair and an equally fair nape.
The violence with which her image kept returning to him frightened him.
(Arnost Lustig: ‘Stephen and Anne’)
Similarly, a writer should try to make the image of his characters come alive
through such details as their dress, the tonal modulations of their voice, their
gesticulations, etc. only then will the reader be able to conjure up the people
behind their words.
4.2.6 Language and Readability

One of the main impediments to easy readability is a language that is opaque
loaded with heavy latinised diction, and sentences that groan under involved
clauses. Such a style invariably turns the reader away. Even if a story has an
interesting plot, a feature-article an exciting subject, it will not come through
unless it is written in a lucid and forthright style. There is a great deal of truth in
George Orwell’s observation that insincerity leads to artificial writing. On the
other hand honest feeling and intense imagination always seek expression in a
language that is unburdened with ornate diction or prolixity. ‘The great enemy
of clear language,’ says Orwell, ‘is insincerity. When there is a gap between
one’s real and one’s declared aims, one turns, as it were instinctively, to long
words and exhausted idioms like a cuttle fish, squirting out ink’. (‘Politics and
the English Language’ in Shooting an Elephant). And whenever a writer lapses
into insincere and ostentatious language, he also loses the reader’s sympathy
and his attention. For instance, imagine someone condoling with a friend on his
mother’s death in such clichéd expressions as: ‘ I have come with a heavy heart
to offer you my deepest condolences over your mother’s tragic demise…’ Such
a formal, stylized sharing of grief is most likely to leave the bereaved party cold
and unmoved. On the other hand, one is likely to touch a deep chord if one just
says: ‘I don’t know what to say….this must have been a terrible blow to you. I
am only reminded of my own mother’s loss, two years ago….’ And then let
silence take over and let the reader fill in the gap himself.

Read the following passage closely and answer the questions given at the end.
i) Mother died today. Or, may be, yesterday. I can’t be sure. The telegram
from the Home says: Your mother passed away. Funeral tomorrow. Deep
sympathy. Which leaves the matter doubtful; it could have been yesterday
(Albert Camus: The Outsider)
ii) It was Sunday. Chance was in the garden. He moved slowly, dragging the
green hose from one path to the next, carefully watching the flow of the
48
water. Very gently he let the stream touch every plant, every flower, every Ensuring Readability
branch of the garden. Plants were like people; they need care to live, to
survive their diseases, and to die peacefully.
(Jerzy Kosinski: Being There)
iii) It had a gloomy grandeur, but owed its character almost all to its noble shape
and to the fine architectural doors, as high as those of grand frontages, which
leading into various rooms, repeated themselves on either side at intervals.
They were surmounted with old faded painted escutcheons, and here and
there in the spaces between them hung brown pictures, which I noted as
speciously bad, in battered and tarnished frames that were yet more desirable
than the canvasses themselves.
(Henry James; The Aspern Papers)
iv) The Peruvian writer Mario Vargas Llosa has emerged as a formidable voice,
especially after the critically renowned Aunt Julia and the Scriptwriter which
broke through the barriers of translatorial dilution, to establish its credentials
as a veritable tour de force. Llosa’s newest novel repeats the feat in spite of
the patently complex structure and style that constantly threaten to undermine
the cogency of the theme. (From a review of The Real Life of Alajandra
Mayta in The Indian Express)
v) An old woman grabs
hold of your sleeve
and tags along
she wants a fifty paise coin.
(Arun Kolatkar: ‘An Old Woman’)
a) Which of the passages quoted above is most readable⎯and why? Write
your comments in one paragraph.
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b) And now rewrite, in a simpler style, either passage (iii) or (iv).
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4.3 DIALOGUES HELP TO ENSURE READABILITY

We have a rough idea of what dramatic dialogue means in a drama. There is an
exchange of conversation between characters; the conversation is held in the 49
The Art and Craft of present, but it embraces the past, and also influences the future course of action.
Creative Writing
The conversation is caused by some event or statement, by someone involved in
the story and the situation. The dialogue is dramatic, because (a) it is rooted in
the situation ,(b) its substance affects the course of events, and (c) it reveals the
personality of the speakers. In that sense, dramatic dialogue can be said to be a
product of the past, present and future of an event, a story, and the characters
involved in it.
Even outside the limits of drama, in different kinds of narratives, such as short
story, novel and narrative poetry, dialogue can play an important role by helping
a writer to dramatise ideas, incidents or crises. Dialogue is a useful artistic
device to give one’s narrative, pace and verisimilitude. Used skillfully, it brings
in the feeling of immediacy into the situation, creates the illusion that we are
actually witnessing a scene, hearing people talk, getting involved in the situation,
getting to know the characters better.
Let us see what all this means. Here is a dialogue from Graham Greene’s Brighton
Rock (which, if you haven’t read, you must – a Penguin edition is easily available):
She said, ‘Pinkie, I got to tell you. I wanted to keep you from worrying – but
there’s got to be someone I don’t have to lie to. That wasn’t Mum, Pinkie.’
He came slowly up, watching her closely, judging. ‘Who was it?’
‘It was that woman, The one who used to come to Snow’s asking questions.’
‘What did she want?’
‘She wanted me to go away from here.’
‘Why?’
‘Pinkie, she Knows.’
‘Why did you say it was your Mum?’
‘I told you—I didn’t want you to worry.’
There are two persons in this dialogue. A girl, not very educated (‘I got to tell
you’), on the defensive and also protective (‘I wanted to keep you from worrying’),
is making a confession to a boy, who is her friend, perhaps her lover or husband.
He is also involved in something serious, perhaps criminal (‘she knows’), so that
the woman who used to come to Snow’s (the name of a teashop), wanted the girl
to leave Pinkie. There is a deception, followed by a confession, which however
is not taken lightly.
This piece of dialogue is dramatic in that it arises out of a situation and makes
the characters come alive. A woman comes to see the girl (Rose), a woman old
enough to look like her mother. She knows something, and the girl realizes that
the woman’s knowledge would worry Pinkie. The woman also thinks that the
girl should leave the place, as the place and the company she is keeping, is bad,
perhaps dangerous. From this short extract, the reader can get an idea of the
central thrust in the story—foolish, protective love, some nasty incident in the
past, suspicion and accusation. Through the dialogue, we can identify the
characters, reach out to their past, and anticipate their future.
4.3.1 Dialogues in Poetry

Let us take another example, this time from poetry, from Vikram Seth’s The
50 Golden Gate (Oxford University Press):
‘John….John, calm down, calm down, at least Ensuring Readability
Tell me what happened. Did you tease him?’

‘Me tease him? That freak climbed the bed
And urinated near my head
Enough’s enough! Liz, don’t appease him.
Have the cat neutered. It’ll cure
All his aggression, that’s for sure.’
When John’s invective grows too torrid

(‘I’ll cut them off myself’, et al.)
Liz exclaims, ‘John, don’t be so horrid.’
‘Well, ship him off to Senegal
Or somewhere⎯Liz, you’d better do it-
Or⎯mark my words⎯that cat will rue it.’
‘Oh, darling, don’t be so annoyed.’
‘What should I be then? Overjoyed?’
‘Of course not, dear. I’m very sorry.
Let’s change the sheets. He’s twelve years old.
He really has a heart of gold.’
‘I’ll bet!’ ‘Well, dear, try not to worry.
As for that other thing, that would
⎯At his age⎯do more harm than good.’
‘So what should I do⎯grin and bear it?’

‘Make sure the bedroom door is locked.’
This is humorous dialogue (humorous for the reader, at least) between lovers.
The background is very clear. The woman’s cat has urinated on the bed to spite
the man; it’s obvious that the cat hates him. The man can hardly contain his
anger, and proposes measures, violent and non-violent, to remove the cat menace.
It’s also obvious that his mistress is very fond of the cat. The dialogue tells us a
lot about the man’s temper, the woman’s amused coolness, and the cat’s
personality. One can see that the cat is going to interfere seriously in the lovers’
relationship.
The dialogue is dramatic, not the least because the author has handled the speech
so well. One notices the speech rhythm⎯the short pauses, the exclamations, the
questions, the use of parentheses, and the flow of John’s invectives. There are
other men, women, and cats in the story (which is in verse), and many other
dialogues, but the one quoted here, is the only possible dialogue which could
reveal the characters and the situation. It is the inevitability of the dialogue,
inevitable because of the situation and the characters, that makes it dramatic. If
narrated in the bland third person, the incident, which bears importantly on the
story, would have lost its immediacy and closeness to the reader.
4.3.2 Dialogues in Drama

Let us now examine a piece of dramatic dialogue from drama. It’s from John
Osborne’s Look Back in Anger (Faber): 51
The Art and Craft of Cliff : (quietly). Don’t let’s brawl, boy. It won’t do any good.
Creative Writing
Jimmy : Why don’t we brawl? It’s the only thing left I’m any good at.
Cliff : (to Alison). You’ve let this genuflecting sin jobber win you
over, haven’t you? She’s got your back, hasn’t she?
Helena : Oh for heaven’s sake, don’t be such a bully! You’ve no right
to talk about her mother like that!
Jimmy (Capable of anything now). I’ve got every right. That old
bitch should be dead!
(To Alison). Well? Aren’t I right? Cliff and Helena look at
Alison tensely, but she just gazes at her plate.
I said she’s an old bitch, and should be dead! What’s the
matter with you? Why don’t you leap to her defense!
Cliff gets up quickly, and takes his arm.
Cliff Jimmy, don’t!
Jimmy pushes him back savagely, and he sits down helplessly,
turning his head away onto his hand.
There are four characters here: Jimmy, Cliff, Helena, and the non-speaking Alison,
against whom and whose family Jimmy is ranting nastily. There is violence in
the air (‘don’t let’s brawl, boy’), which finds expression in the language. Jimmy
is one of those angry young men, angry about religion, and angry about the
upper classes (besides many other things in life and society, although these do
not come up in this excerpt)—— both of which are represented by his wife’s
family. He is in a particularly vile mood, and would like nothing better than an
explosion from either Alison or her upper class friend, Helena. Alison does not
respond to his raving; Cliff tries to calm him down unsuccessfully; Helena isn’t
impressed; Jimmy is, therefore, all the more anxious to provoke them, so that
they do or say something to match his insanity. He picks on Alison’s mother and
in particularly coarse language, abuses her. Jimmy doesn’t quite succeed; instead
of anger, he has provoked indifference in Alison, and in Helena, contempt.
Throughout the play, the audience keeps asking. ‘What is it that Jimmy is trying
to prove?’ The dialogue here, in that sense, is a mirror of the play.
Dramatized writing is really one way of achieving effects which could also have
been achieved by other modes of narration, except that it is a more direct, a
quicker way. It is a more direct way in that we see the characters living the
drama of the moment, reacting to it, influencing its course, being shaped by what
is happening to them and to others. It is a quicker way, because with the images
and sounds of the language in their speech, the characters at once open up the
entire world of experiences, ideas, and beliefs in which they are rooted. In their
speech they are sharing meanings and experiences, showing a community of
culture, or, when they fail to do so, pointing out the differences in the worlds
they live in – showing that such a contrast can underline human situations where
social, cultural or emotional communication is impossible.
52
Check your Progress – 3 Ensuring Readability
i) What is meant by dramatic dialogue?

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ii) What makes a dialogue dramatic?
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4.4 HOW TO CONCLUDE?

If you have learnt the importance of a dramatic opening in any form of writing,
you should also learn how to finish off a piece⎯a feature article, a story or a
poem. In other words, your ending should be worked out with the same meticulous
care as your beginning. There are two types of endings; a closed and an open
ending.
A closed ending is the type of conclusion that attempts to round off a theme
neatly, leaving nothing to the reader’s imagination. It’s like solving a
mathematical problem with authoritarian assertion. This sort of ending may
work sometimes in a feature article, a book-review, or an interview story, but it
never works in a short story or a poem. A tame ending often reads like this:
‘To sum up, therefore…’. ‘in brief….’ Such conclusions sound too simplistic
and dogmatic. Take, for instance, this conclusion from an article on ‘India at the
Crossroads’:
To reiterate, therefore, it is necessary that India, while advancing
technologically, should not forsake its great spiritual heritage because her
destiny lies in maintaining a balance between science and morality, between
change and tradition…
On the other hand we have an open kind of ending. This is the kind of ending
that enhances readability because it respects the reader by inviting him to join
the creative process. Here the reader works almost as the writer’s collaborator
since he is free to imagine the story or the poem taking any shape after the
‘ending’, which in fact, reads like the beginning of another story or a poem. One
may here quote T.S. Eliot’s famous line: ‘In the end is my beginning’, since it
aptly seems to define the nature of a suggestive ending. Take, for instance, the
open ended conclusion of the story titled ‘Ariadne’ by the famous Russian story-
writer Chekhov;
53
The Art and Craft of ‘I’m beginning to believe in spirits,’ he called to me, looking back. ‘The
Creative Writing
spirit of Ilarion seems to have uttered a true prophecy. Oh, if only….’
The day after this meeting I left Yalta, and how Shamokhin’s love affair
ended I don’t know.
4.5 SUMMING UP
In brief, this Unit has stressed the significance of readability as the cardinal
feature of every successful form of writing – a feature article, a story or a poem.
A writer should not only make his beginnings and endings interesting, but should
also use other devices to capture and sustain the reader’s interest – such as (a)
the use of suspense, (b) the use of little details, and ( c) simple and forthright
language, unencumbered with latinised diction and involved sentence structure.

Hint:
Ask yourself where the author has “plunged headlong into the thing itself.” (I
would think its passage four).
Ask yourself which one of the four passages sounds as if the author’s introduction
will run on for a while.
In my opinion passage one is the least dramatic. Your answers may differ from
mine.
a) See in which passage the writers’ personal involvement shows through. I
would say (i) is most readable and also (v).
b) Start off with breaking up the complex sentences, substituting simpler words
for the difficult ones. For example take the last sentence from (iii). Break it
up into three shorter sentences thus:
i) The frontages had old family crests hung above them.
ii) Between the crests were hung badly painted and faded brown pictures
in battered and tarnished frames.
iii) Yet these frames were more attractive than the paintings themselves.
Now do the same for the rest of the sentences.
i) Dramatic dialogue refers to dramatization of ideas, moods, feelings and
opinions in the form of conversation between characters in a literary work.
ii) Dialogues become dramatic only when their substance is rooted in the
situations which give rise to them. They reveal the personalities of the
speakers and influence the future action in the plot. In that sense they
54 contribute to the readability of a piece.

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BEGG - 174

Prof. Ameena Kazi Ansari

COURSE COORDINATION AND EDITING

I would answer –more YES than NO.

Our University has been running a diploma programme in Creative Writing in

This course consists of 4 Blocks of 4 Units each. The break up is as follows:

Block 1: The Art and Craft of Creative Writing

Unit 1: What is Creative Writing?

Unit 2: General Principles of Creative Writing

Unit 3: Structure of Material

Unit 4: Ensuring Readability

1.0 Aims and Objectives

1.0 AIMS AND OBJECTIVES

1.2 WHAT IS CREATIVE WRITING?

1.3 ASPECTS OF CREATIVE WRITING

1.4 CAN CREATIVE WRITING BE TAUGHT?

1.5 GUIDELINES FOR CREATIVE WRITING

1.5.2 Allow your experience to ripen

1.5.3 Write about your experience differently

1.5.4 Start with your diary

1.5.5 Visualisation, outline and design

1.5.6 Some do’s and don’t’s

1.5.7 Learn to be your own critic

1.5.8 Seek others’ opinions

1.6 GENUINENESS OF THE CREATIVE IMPULSE

1.8 ANSWERS TO CHECK YOUR PROGRESS

2.0 Aims and Objectives

2.0 AIMS AND OBJECTIVES

2.2 DIMENSIONS OF CLARITY AND

2.2.1 Decide what you want to make clear

2.2.2 Clarity depends upon proper education

2.2.3 Clarity requires a concrete definition of your subject

2.2.4 Knowing your reader

2.2.5 Rigidity may affect clarity

2.2.6 Clarity and language

2.4.1 The experience barrier: dangerous to cross it

2.4.2 Experience barrier between cultures

2.4.4 Total authenticity of locale and culture: R.K. Narayan

2.4.5 Authenticity is the base of even highly imaginative creation:

2.5 CREDIBILITY STEMS FROM AUTHENTICITY

2.5.1 Authenticity and credibility: A close look at Mulk

2.5.2 How Anand establishes authenticity

2.7 ANSWERS TO CHECK YOUR PROGRESS

3.0 Aims and Objectives

3.0 AIMS AND OBJECTIVES

3.2 CRITERIA FOR SELECTION OF THEMES

3.2.1 Themes for short stories

Thus, for example, the antics of the bandarwallah (monkeyman), sporting a

3.2.2 Themes for poetry

3.3 THE IMPORTANCE OF OPENING

3.3.1 False starts

3.3.2 Different genres and conventions

3.3.3 Planned narratives and openings

3.3.4 The opening in the novel

3.3.5 General hints and suggestions

3.4 BUILDING A CLIMAX

3.4.1 Climax and resolution: An example

Resolution of the crisis

i) What is the nature and function of the climax in a story?