This article argues that a reformation of Creative Writing’s reading praxis is required if it is to develop its unique potential as a field of intellectual enquiry. Roland Barthes, in his essay ‘On Reading’, identifies three types of reading pleasure. The third of these modes is that of ‘Writing’, in which ‘reading is a conductor of the Desire to write’. Of this mode, Barthes writes:
Is this pleasure of production an elitist pleasure, reserved only to potential writers? In our society, a society of consumption and not production, a society of reading … and not a society of writing ... everything is done to block the answer ... my profound and -constant conviction is that it will never be possible to liberate reading if, in the same impulse, we do not liberate writing. (Barthes 1989: 41)
It is the contention of the author of this article that the teaching of the ‘reading as a writer’ method in Creative Writing classrooms gives rise to a situation the inverse of that Barthes describes; it makes Creative Writing into a ‘society of writing’ in which reading is trammelled. The article explores and critiques the ‘reading as a writer’ technique, examines various progressive models of Creative Writing reading praxis, and proposes a radical ‘writerly reading’ praxis suggested by concepts from the work of Michel de Certeau.
Keywords: Pedagogy, 'reading as a writer', experimental fictio
