Meaning: Robert Morgan is an American author and poet known for his deep connection to the Appalachian region and his lyrical explorations of nature, history, and the human experience. The quote in question reflects Morgan's reflections on the impact of teaching writing on his own creative process, specifically in relation to poetry. In this statement, Morgan suggests that the act of teaching writing has had a significant influence on his personal writing endeavors, particularly in terms of diminishing the excitement that he once experienced in composing poetry.

Teaching writing is a complex and multifaceted endeavor that can profoundly shape an individual's relationship with the written word. As a teacher, one is tasked with imparting knowledge, refining skills, and nurturing creativity in their students. However, the act of guiding others in their writing journey can also have unintended consequences for the teacher's own creative process.

Morgan's assertion that teaching writing intrudes on one's own writing highlights a common phenomenon experienced by many educators. When one devotes significant time and energy to instructing and critiquing the work of others, it is not uncommon for their own creative impulses to be affected. The demands of teaching, including the need to provide constructive feedback, analyze student work, and develop instructional materials, can consume mental and emotional resources that might otherwise be channeled into personal creative pursuits.

In the context of poetry, a form of artistic expression often characterized by its emotional intensity and imaginative richness, the impact of teaching on the poet-educator's own writing can be especially pronounced. The act of teaching writing, particularly poetry, may entail a deep engagement with the technical aspects of the craft, the analysis of poetic devices, and the evaluation of student compositions. This immersion in the pedagogical aspects of poetry can potentially diminish the spontaneity, freedom, and joy that the poet once experienced in their own creative practice.

Furthermore, the responsibility of nurturing the creative growth of others can lead to a heightened self-awareness and self-critique in the poet-teacher's own work. The knowledge of literary conventions, the awareness of diverse voices and perspectives, and the constant exposure to student writing can contribute to a heightened sense of internal scrutiny and self-consciousness in the poet's creative endeavors. This self-consciousness may erode the uninhibited, exploratory spirit that is often essential for the creation of truly impactful and authentic poetry.

It is important to note that while the act of teaching writing may encroach upon the poet's personal creative space, it can also offer valuable insights and opportunities for growth. Engaging with the work of students, witnessing their struggles and triumphs, and guiding them through their own creative processes can enrich the teacher-poet's understanding of the writing journey. The challenges and discoveries that emerge from the act of teaching can inform and invigorate the teacher's own writing, providing new perspectives, themes, and approaches that may not have been encountered otherwise.

In conclusion, Robert Morgan's reflection on the impact of teaching writing on his own poetry underscores the complex interplay between pedagogy and creative expression. While teaching writing may pose challenges to the poet's personal creative process, it also presents opportunities for introspection, learning, and evolution. Ultimately, the experience of guiding others in their writing journey can deeply influence the teacher-poet's relationship with poetry, shaping their craft in ways that are both challenging and enriching.