From "Show or Tell: Should Creative Writing Be Taught?" by Louis Menand, The New Yorker (June 8, 2009)
Creative-writing programs are designed on the theory that students who have never published a poem can teach other students who have never published a poem how to write a publishable poem. The fruit of the theory is the writing workshop, a combination of ritual scarring and twelve-on-one group therapy where aspiring writers offer their views of the efforts of other aspiring writers. People who take creative-writing workshops get course credit and can, ultimately, receive an academic degree in the subject; but a workshop is not a course in the normal sense—a scene of instruction in which some body of knowledge is transmitted by means of a curricular script. The workshop is a process, an unscripted performance space, a regime for forcing people to do two things that are fundamentally contrary to human nature: actually write stuff (as opposed to planning to write stuff very, very soon), and then sit there while strangers tear it apart. There is one person in the room, the instructor, who has (usually) published a poem. But workshop protocol requires the instructor to shepherd the discussion, not to lead it, and in any case the instructor is either a product of the same process—a person with an academic degree in creative writing—or a successful writer who has had no training as a teacher of anything, and who is probably grimly or jovially skeptical of the premise on which the whole enterprise is based: that creative writing is something that can be taught.