Notebook Assignment Analysis

The notebook assignment has been a challenging task in developing good writing habits and gaining critical awareness of myself as a writer. In this essay, I will talk about my original writing habits, the developments that have occurred in the notebook and explaining how these influenced my creative productivity.

I was very optimistic when we were given the notebook assignment in our ‘Thinking like a Writer’ module. It was a chance for me to demonstrate a fresh output on my creativity, gain focus and insight into the technicalities of my mind. I was an incompetent writer. I didn’t keep notebooks, or if I tried keeping one I was incapable of staying committed to it. I would leave copious amounts of lists and notes scattered everywhere,

We were encouraged to observe our creative abilities and think about them inquisitively as much as possible. In order to do this, we were to ‘personally’ engage with the notebook. We recorded and compiled our attempts at the tool exercises and our own creative notions in the notebook, to show our learning and progression throughout the module. At first, I was uncertain how well I would do on the notebook assignment. I wanted to produce quality writing that was innovative and profound from start to finish. However, making non-deliberate mistakes in grammar or spelling could potentially tarnish my final mark. How were we supposed to produce our best work if our lecturers are assessing us? Surely a notebook is not meant to be viewed from a judgemental stance, especially if we are to ‘personally’ engage with the work. Lawrence Norfolk’s quote on keeping notebooks was what gave me some reassurance on the topic, stating “a writer’s notebook is a junkyard; a junkyard of the mind.” This gave me the idea that the notebook should be as mistake-filled and awkward as it please, as long as there were signs of progression. Norfolk goes on to say a notebook should be filled with “failed attempts…varying levels of calligraphic awkwardness…all the places a good idea might blossom into something bigger and better” (Norfolk,

The writer sets themselves a five or ten minute time frame and writes continuously, with no regards to spelling or grammar. The exercise is designed to help writers overcome barriers such as apathy or self-criticism. Matthew Morrison also describes this as “a form of unmediated, spontaneous composition,” an associative way of conveying “authentic thoughts and imaginative flights of fancy uncorrected by the inner editor” (Morrison 55). I was very intrigued by this technique. It was an exercise that went against my obsession with flawlessness. I felt slightly agitated that I was asked to practise a technique that requires only first thoughts. This comes back to the idea of needing to construct innovative prose. But I was motivated to invest all my efforts to complete the task and discover new ways of thinking. After my first attempt, I found myself amused by the outcome. The comedic facets of my brain had seemed to take over my ‘stream of consciousness.’ It was hard to come up with eloquent thoughts, it was even harder to stop glancing at the timer. I would start off with something basic, such as ‘I don’t know what to write,’ or ‘this is really hard,’ then continue tattling on about something daft or humorous. But my intrigue occurred once I realised I did not hold any