Top 1200 Teaching Writing Quotes & Sayings

I always say that I'm an artist who works with pictures and words, so I think that the different aspects of my activity, whether it's writing criticism, or doing visual work that incorporates writing, or teaching, or curating, is all of a single cloth, and I don't make any separation in terms of those practices.

I have always admired teachers because teaching, like the priesthood, medicine and writing, is a vocation. You don't become a teacher because you want wealth. It is the same with writing.

Teaching writing over the years intrudes on your own writing in important ways, taking away some of the excitement of poetry.

My days are filled with work I love - reading poems, writing poems, talking with people about poems, teaching, directing a writing program, hosting readings, etc.

Teaching is all armchair. I learn about writing by writing and thinking about what I've written and throwing it away.

I loved teaching. It was my world. I only left because I was overwhelmed with three careers - teaching, writing, and my family.

As with many teens, my first jobs included babysitting and mopping floors at McDonald's. Since then, I've held jobs a diverse as selling used cars, selling apparel, cosmetics, and real-estate, substitute-teaching six graders, teaching undergraduate creative writing, and working as an editorial assistant for a literary magazine.

In teaching writing, I'm learning new things about writing.

If you love dance and you have the gift of teaching, teaching is super amazing and important because my teachers planted that seed in me. As a teacher you understand the difference or the definition of a Baryshnikov or a Gregory Hines, so teaching is really important and very necessary.

If success in selling is my primary interest, I am not primarily a writer, but a salesperson. If I teach success in selling as the writer's primary objective, I am not teaching writing; I'm teaching, or pretending to teach, the production and marketing of a commodity.

Be light-hearted, light-footed. Be of light step. Don't carry religion like a burden. And don't expect religion to be a teaching; it is not. It is certainly a discipline, but not a teaching at all. Teaching has to be imposed upon you from the outside and teaching can only reach to your mind, never to your heart, and never, never to the very center of your being. Teaching remains intellectual. It is an answer to human curiosity, and curiosity is not a true search.

I am in the Master of Professional Writing program teaching Humor Writing, Literary and Dramatic.

I was aware that the teaching of drawing was being stopped almost 30 years ago. And I always said, 'The teaching of drawing is the teaching of looking.' A lot of people don't look very hard.

I'm not actually teaching any more, but I am writing pieces for schools all the time, and for kids.

My normal writing day involves three hours of actual writing, before noon, and the rest is just feeding the writing. There is teaching (so I can afford to write), travel to be planned and executed. There are dozens of emails daily, gardening, lots of dishes (where do all these dishes come from?), daily family emergencies, and, of course, the petting of the donkeys. The smell of donkeys is heavenly, and their he-honking is the sweetest music. I feel calm just thinking about them.

Writing essays and teaching composition have helped me immensely in writing poetry, because they've forced me to focus on the structure of ideas.

I don't mean to talk so much about screenplay writing. Who wants to talk about screenplay writing? I've taught it and I felt like a charlatan because what I was teaching I probably couldn't do.

Because I don't have to be careful of people's feelings when I teach literature, and I do when I'm teaching writing.

My teaching is not a philosophy. It is the result of direct experience... My teaching is a means of practice, not something to hold onto or worship. My teaching is like a raft used to cross the river. Only a fool would carry the raft around after he had already reached the other shore of liberation.

At first, teaching was more or less a straightforward way of making a living and having access to institutional resources while writing - aka libraries. And that was not inconsiderable. But it didn't in any way touch the writing. Maybe it would push the writing aside sometimes, but mostly it was fine.

I'd never written nonfiction about the war on drugs, but I know a tremendous amount about it: I taught a class on it for seven years. I was putting into words the stuff I was teaching, and I was writing it up and thought, "Dude, you're writing a book."

I do three things: speaking or teaching, which I enjoy the most, coaching is where I learn everything, and writing is where I reach people.

Teaching writing puts you on the point of a pin in terms of what you want your own writing to be.

Part of the fun of writing, touring, teaching, is engaging with real people about all of it: what to do now, how to build a movement, of approaches to teaching, of parenting - it's exciting to be in that dialogue.

I haven't taught creative writing all that much (my CW teaching consists of a few summer workshops for elementary school children and an eight-week class for older adults), and I don't really know what my teaching style is yet.

Teaching English and teaching Writing are two separate things.

Writing is the main gig and teaching and performing are sidelines, an excuse for not writing more. Working on a novel and on an opera make me seriously want to retire and find a volunteer job as a docent at the zoo explaining to schoolchildren where frogs go in the winter.

I worked in a number of high schools in New York, and I wound up at Stuyvesant High School, which is known nationally for producing brilliant scientists and mathematicians, but I had writing classes. I thought I was teaching. They thought I was teaching, but I was learning.

There are plenty of paths to becoming a writer, but I think the most reliable ones involve total commitment: writing for magazines and newspapers, teaching writing, editing books, representing authors.

I think I've become more like my mom just because of what we're both interested in, children and teaching and writing.

The different aspects of my activity, whether it's writing criticism, or doing visual work that incorporates writing, or teaching, or curating, is all of a single cloth, and I don't make any separation in terms of those practices.

The initial motive for developing APL was to provide a tool for writing and teaching. Although APL has been exploited mostly in commercial programming, I continue to believe that its most important use remains to be exploited: as a simple, precise, executable notation for the teaching of a wide range of subjects.

The teaching of any science, for purposes of liberal education, without linking it with social progress and teaching its social significance, is a crime against the student mind. It is like teaching a child how to pronounce words but not what they mean.

I came out with a book called The True Secret of Writing: Connecting Life with Language. It's a book that describes how writing is a practice and how my teaching is part of that practice. I direct the writing and create books but underneath, there's always the river of practice happening. No good, no bad. Just do it.

I love teaching online at my website and soon I'll be writing a math book. I love to teach math. I just don't have time for a full-time teaching gig. Acting is way too time-consuming.

I would probably have been very content as a scholar to have carried on organising exhibitions and writing books and teaching.

The core of my career is my teaching and my writing.

Teaching for creativity involves teaching creatively. There are three related tasks in teaching for creativity: encouraging, identifying and fostering.

I loved reading and writing, and teaching was the most exalted profession I could imagine.

I had wanted for so many years to feel that writing really was at the center of my life, not something I did in my spare time. So the writing and teaching feel in some way to be one thing - the personal engagement and the social engagement good partners.

When I was writing my first two books I was also freelancing and teaching and doing other odd jobs.

If you don't set your writing - teaching - at a level that makes them stretch, they are never going to develop their intellectual muscle.

James Franco, acting, teaching, directing, writing, producing, photography, soundtracks, editing - is there anything you can do?

I love teaching creative writing, and I think I'm good at it, but in a different life, I could have been teaching elementary school.

Teaching well draws from the same well that writing draws from: the reserves of compassion and ability to listen and concentrate on another. So I have to have fine line between teaching and writing. I try not to ever think of career. I just try to go to the dream world every day.

With almost every book I've written, my secret target audience is the young therapist. In this way, I am staying in my professorial role; I'm writing teaching stories and teaching novels.

From my years of teaching creative writing, I know that new writers take the setting for granted, as simply a place to set the action, but setting is a vital element in fiction writing and deserves serious treatment.

Words are both my vocation and my avocation - reading, writing, editing, teaching.

I'm not Pollyanna - I know that my personality and my opinions and how I approach the teaching of writing maybe isn't exactly how it's done traditionally in the academy...wherever that academy is...but, you know, the academy is broken as it relates to many creative writing programs.

I have written more than 100 novels and novellas since 1983 - I was first published in 1985. There was an overlap of three years with my teaching career, but finally I felt good enough about my writing career to quit teaching and write full time.

They [academy writing programs] have no concept that the world has changed, that publishing has changed, that filmmaking has changed, and if you're not constantly looking at your education model and adjusting for the change, you'll find yourself teaching antiquity. Like all of these programs that won't accept students who are writing genre fiction - what an institutional ego!

The truth is, I should have never done teaching. I did teaching because I didn't have the bottle to have a go at comedy. Whether there's any gain to comedy is not for me to say. But certainly it was no loss to teaching.

Teaching writing is a hustle.

I do bring my teaching together with my writing. I make students write in class, and do the same prompts I give them. I'm always on the lookout for teaching poems - poems that inspire me and my students to write poems in response.

Writing fiction is a resolutely solitary pastime, and I love being with people, so the public side of being an author is, to me, the reward for all the private time invested. And I love teaching to a fault; I have a hard time not giving away a lot of my own writing energy to my students.

Teaching and writing are separate, but serve/feed one another in so many ways. Writing travels the road inward, teaching, the road out - helping OTHERS move inward - it is an honor to be with others in the spirit of writing and encouragement.

We spend all our time teaching reading and writing. We spend absolutely no time at all, in most schools, teaching either speaking or, more importantly still, listening.

Reading, writing, teaching, learning, are all activities aimed at introducing civilizations to each other.

I'm writing; I'm teaching myself writing.

I do not need any writing, since I transmit teaching beyond words and ideas.