Finding a Creative Voice Amid Growing Challenges; Belmont English Teachers Share Advice for Young Writers

By: Leah Ramanathan

A few English teachers at Belmont High School have shared their advice to high schoolers interested in creative writing, especially as students navigate challenges that have only intensified in recent years with the rise of new technologies and shifting perspectives. 

Reading, as every writer knows, is essential to developing one’s craft. The true challenge lies in finding the books that inspire ideas while allowing for the growth of a writer's skills. While there is no shortage of books that can support this growth, the English teachers of Belmont High have offered specific recommendations. 

Ms. Kase admires how John Steinbeck, in The Grapes of Wrath, uses long, winding sentences to portray a family’s struggle through the Dust Bowl. Though a classic story, the vivid imagery Steinbeck uses draws the reader into a story heavy with both hopelessness and resilience. Mr. Montine recommends One Hundred Years of Solitude by Gabriel Garcia Marquez due to its astonishing creativity, noting that each chapter feels like a story of its own. In fact, the desire to share the emotional impact of books like One Hundred Years of Solitude with others, is what inspired Mr. Montine to become an English teacher. 

With the rise of AI, many young writers find themselves discouraged, facing the realization that their skills may never be able to surpass those of AI. The temptation to rely on AI for writing is growing. However, Belmont’s English teachers share a common belief: AI will never replicate the authenticity of human expression. Ms Kase emphasizes that students' voices are far more valuable than AI, as they can convey the full range of perspectives and emotions on lived experiences–something AI will never truly be able to accomplish. 

Mr. Montine echoes these beliefs, stating that AI should never be used to replace a student’s voice. At the same time, he acknowledges that it is becoming increasingly difficult to distinguish between student writing and AI-generated content. This raises the question–should schools focus on banning AI from the English curriculum to uphold student creativity, or should they instead teach students how to work with AI and learn to surpass its ability to ensure student writing remains an essential part of society? 

In many English classes today, there is a loss of motivation to pursue the subject seriously, with students often doing only the bare minimum. This brings up another important question: should schools take more responsibility by changing the English curriculum to foster a greater interest in the subject? Mr. Montine believes that the problem requires a greater shift in society, as the school can do little to force students to read, but he acknowledges that it may help if students were allowed greater freedom in their choice of assigned reading. As creative writing teacher at Belmont, he sees firsthand the enthusiasm and engagement present in his creative writing class, and he believes schools should prioritize providing electives to students who are passionate about the subject.

When asked for advice on how to help driven students develop their voice, Mr. Montine refers to Mary Oliver’s A Poetry Handbook, where she encourages aspiring writers to imitate the elements they admire in their favorite authors. Through this process, she believes creativity will come naturally. Ms. Block and Ms. Kase agree that reading a variety of authors and genres is essential to the improvement of any writer, with Ms. Kase adding that readers should take note of the techniques used by the author, instead of focusing solely on the plot. She also recommends that students distance themselves from a piece they are writing if they are stuck, believing that if they come back to it after a few days, they will have gained a new perspective. Ms. Block suggests using a prompt book to get words flowing, believing even ten to fifteen minutes per day of consistent writing can make a difference. 

A significant obstacle for many young writers is the insecurity that their experiences aren’t impactful enough to be worth writing about. Ms. Kase discourages these fears and encourages writers to have confidence in the power of their voices She states, “personal experiences are relatable to many people.”