Applying Research in Creativity and Skill Acquisition in a Community-Based Creative Writing Program: Implications for Teachers and Learners

2008 ◽  
Vol 6 (3) ◽  
pp. 209-219 ◽  
Author(s):  
Valerie Harris
Keyword(s):  
Creative Writing ◽  
Skill Acquisition ◽  
Writing Program ◽  
Community Based

Creating a translanguaging space in a bilingual community-based writing program

2021 ◽  
pp. 1-24
Author(s):  
Stephanie Abraham ◽  
Kate Kedley ◽  
Madjiguene Fall ◽  
Sharada Krishnamurthy ◽  
Daniel Tulino
Keyword(s):  
Writing Program ◽  
Community Based

Independence through Community Access and Navigation in adults with schizophrenia spectrum disorders Part 2: Treatment planning and implementation

2011 ◽  
Vol 10 (1) ◽  
pp. 35-45
Author(s):  
Gretchen Snethen, PhD, LRT/CTRS ◽  
Bryan P. McCormick, PhD, CTRS ◽  
Rachel L. Smith, MS ◽  
Marieke Van Puymbroeck, PhD, CTRS
Keyword(s):  
Treatment Planning ◽  
Skill Acquisition ◽  
Schizophrenia Spectrum Disorders ◽  
Community Based ◽  
Community Environment ◽  
Schizophrenia Spectrum ◽  
Spectrum Disorders ◽  
The Individual ◽  
Community Access ◽  
Over Time

Social isolation and nonparticipation in the community are chronic issues for adults with schizophrenia spectrum disorders that can lead to poorer health outcomes. The Independence through Community Access and Navigation (I-CAN) intervention was developed as a theoretically grounded intervention that uses motivational interviewing to understand the interests and motivations of clients for participation. The intervention is designed to support participation in community-based activities by providing access and skill acquisition in a community environment. Participation between the recreational therapist and the participant decreases over time to encourage the individual to begin to independently access his or her community. This article presents the treatment planning steps and the implementation protocol for the I-CAN intervention.

Blended Learning in a Creative Writing Program

2010 ◽  
pp. 63-75
Author(s):  
Chris Morgan ◽  
Janie Conway-Herron
Keyword(s):  
Pilot Study ◽  
Creative Writing ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Institutional Constraints ◽  
Writing Program ◽  
Delivery Model ◽  
Face To Face

This case study reports on the results of a two-year pilot study in blended learning in an undergraduate creative writing program at Southern Cross University in Australia. It documents the development and implementation of a blended delivery model that dispenses with outdated divisions between face-to-face and distance modes of delivery, creating a converged, blended learning experience for all students. Findings from the pilot provided important data in relation to student satisfaction, pedagogical considerations, institutional constraints, teaching technologies, faculty workload issues, and costs associated with blended learning. These findings will contribute to a University-wide move to converged, blended learning in 2009.

scholarly journals Creative EFL Writing as a Means of Intensifying English Writing Skill Acquisition: A Ukrainian Experience

2005 ◽  
Vol 23 (1) ◽  
pp. 76 ◽  
Author(s):  
Oleg Tarnopolsky
Keyword(s):  
Creative Writing ◽  
Skill Acquisition ◽  
Writing Skills ◽  
Teaching Writing ◽  
Dramatic Improvement ◽  
Efl Writing ◽  
English Writing ◽  
Peer Reviewing ◽  
Writing Course ◽  
Attention To Students

This article describes a classroom technique for improving the writing skills of EFL university students who have chosen English as their major for pursuing future careers as translators from and into English. The technique in question, designed for a creative writing course aimed at such students, was based on: (a) the combination of process and genre approaches to teaching writing; (b) paying special attention to students’ development of the skills of description, narration, and discussion in creative writing; (c) development the skills of commenting and critique; (e) emphasizing peer-reviewing, peer-commenting, and peer-evaluating students’ written works in the course; (e) and ensuring learners’ autonomy in writing by introducing free-choice writing. This technique allowed students to achieve dramatic improvement in their writing skills. The article describes how its introduction not only intensifies students’ development, but also generates positive motivation for writing in English as a foreign language.

scholarly journals Dreaming Inside: An evaluation of a creative writing program for Aboriginal and Torres Strait Islander men in prison

2020 ◽  
Vol 53 (2) ◽  
pp. 285-302
Author(s):  
Natalia Hanley ◽  
Elena Marchetti
Keyword(s):  
Creative Writing ◽  
Urban Areas ◽  
Torres Strait Islander ◽  
Writing Program ◽  
Structured Interviews ◽  
Prison Programs ◽  
Learning Retention ◽  
Self Confidence ◽  
South Wales ◽  
Torres Strait

Arts-based prison programs are often viewed as hobbies or as activities that have little impact on prisoner rehabilitation according to conventional understandings of the term. This is despite growing evidence that arts-based programs can assist with learning retention and can improve self-confidence and ways of coping with emotions. Generally, arts practices have been found to assist Aboriginal and Torres Strait Islander people who have grown up or live in urban areas with asserting and strengthening their cultural identity, but we know little about the effects of arts-based prison programs on Aboriginal and Torres Strait Islander prisoner wellbeing. This article focuses on a creative writing program for Aboriginal and Torres Strait Islander prisoners at Junee Correctional Centre, New South Wales. The program, Dreaming Inside, has produced seven volumes of poetry and stories. This article combines and reports findings from two evaluations of the program, one using program feedback forms and the other using semi-structured interviews with prisoners who participated in the program. The themes that emerged from both evaluations affirm the program’s efficacy in improving prisoner self-esteem, confidence and wellbeing, and in reigniting and strengthening cultural engagement.

scholarly journals Characteristics of Home: Perspectives of Women Who Are Homeless

2014 ◽  
Author(s):  
Christine Walsh ◽  
Gayle Rutherford ◽  
Natasha Kuzmak
Keyword(s):  
Creative Writing ◽  
Research Methods ◽  
Qualitative Interviews ◽  
External Environment ◽  
Story Telling ◽  
Community Based ◽  
Community Based Research ◽  
Digital Story ◽  
Design Perspective ◽  
Sustainable Futures

We employed participatory, community-based research methods to explore the perceptions of home among women who are homeless. Twenty women engaged in one or more techniques including qualitative interviews, digital story telling, creative writing, photovoice, and design charrette to characterize their perceptions of home. Analysis of the data revealed themes related to the physical, affective, and external environment. By understanding how participants perceive home and the qualities they deem necessary for home, we can begin to construct home from both a service and design perspective that meets womens needs for stable, safe housing and home, and also gain a better understanding of what is needed to assist women in exiting homelessness and building more sustainable futures for themselves and their families.

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