Not so Exquisite Corpses: Character Invention and Development in the Creative Writing Class

2001 ◽  
Vol 35 (3) ◽  
pp. 7-12 ◽  
Author(s):  
Peter Wilson
Keyword(s):  
Creative Writing ◽  
Writing Class

The Creative Writing Class: Writers in Search of an Audience

1979 ◽  
Vol 68 (7) ◽  
pp. 51
Author(s):  
Marvin Zimmerman
Keyword(s):  
Creative Writing ◽  
Writing Class

scholarly journals Ludic writing: Challenges in gamifying English creative writing class for technopreneurial purposes

2017 ◽  
Vol 7 (1) ◽  
pp. 59
Author(s):  
SF. Luthfie Arguby Purnomo
Keyword(s):  
Creative Writing ◽  
Class A ◽  
Writing Class ◽  
Study Programs ◽  
System 2 ◽  
Branching System

<p>This paper, first of three research parts, attempts to describe the challenges English Letters at IAIN (<em>Institut Agama Islam Negeri/</em>State Islamic Institute) Surakarta faced in implementing gamification for technopreneurial purposes in regard to the transformation of a creative writing class into a ludic writing class, a gamification infused writing class. The challenges revealed are story-game script adaptation, integration portion, and monetization. Specific problems occur on each challenge. Story-game script adaptation exposes three problems namely (1) conditional branching system (2) visualization (3) copyrighted material issues (4) and writing mechanics adaptation. Integration portion challenge displays a problem on the insufficient alloted time for gamifying the creative writing class. Monetization challenge indicates three problems namely (1) the inexistence of monetization team, (2) the inexistence of institutional regulation for monetization management by study programs, (3) responses to gaming trends. Responding to these problems, solutions specifically designed based on the nature of the problems are implemented.</p>

The Creative Writing Class

2004 ◽  
Vol 78 (3/4) ◽  
pp. 5
Author(s):  
Muriel Spark
Keyword(s):  
Creative Writing ◽  
Writing Class

scholarly journals THE ANALYSIS OF PROBLEMS ENCOUNTERED BY BEGINNER WRITER IN WRITING A SHORT STORY: A Case Study in Creative Writing Class

2019 ◽  
Vol 2 (3) ◽  
pp. 402
Author(s):  
N. Y. Pratiwi
Keyword(s):  
Creative Writing ◽  
Short Story ◽  
Creative Process ◽  
Self Perception ◽  
Technical Problems ◽  
Writing Performance ◽  
Writing Class ◽  
Writing Course

Creative process is the journey that a writer takes in order to create a piece of creative writing. During this process a writer, especially a beginner writer, encountered numerous obstacles which influence the writing performance. This study was aimed to analyze the problems faced by the students of Creative Writing course in Ganesha University of Education and describe how the students deal with the problems. The problems analyzed consist of three major aspects of writing fiction, namely literature elements, technical problems, and students’ self-perception. The study found out that the majority of the students experienced similar problems from certain elements, meanwhile there were also problems found that appeared to be different from one another. This leads to further findings that the students conducted various attempts to deal with the problems..  

scholarly journals Corrective Feedback to Improve Students Writing Ability

2017 ◽  
Vol 1 (2) ◽  
pp. 59
Author(s):  
LINA MARIANA ◽  
Diani Nurhajati
Keyword(s):  
Creative Writing ◽  
Short Story ◽  
Lesson Study ◽  
Corrective Feedback ◽  
Grammatical Structure ◽  
Writing Ability ◽  
Written Corrective Feedback ◽  
Writing Class ◽  
Before And After ◽  
Oral Corrective Feedback

This article refers to a Lesson Study research implementing Corrective Feedback to enhance the students writing ability. The research aims to identify: (1) kinds and types of corrective feedback given by the lecturer to improve the students writing ability and (2) the process of giving corrective feedback in Creative Writing classroom. It was conducted to 37 second year students in the odd semester of 2016/2017 academic year of a University of Nusantara PGRI in Kediri, East Java. Questionaire, interview and tests were given before and after the implementation of corrective feedback activities and it had two cycles, consisting of three main stages, they are Plan, Do and See stage. The instruments used were questionnaire and interviews were given to the students before and after the implementation. The result showed that corrective feedback activities improved students writing ability. The students were interested in creative writing class as they paid good attention and felt fun when they were involved in making creative paragraphs consisting of a short story to be presented in front of the class and expressed their ideas upon the stories given. Their worries of making mistakes were decreased since the lecturer gave oral corrective feedback directly when they made mistakes in deciding the intrinsic elements of making short story and also when the lecturer made some notes upon their works as written corrective feedback discussing about the aspects of writing such as grammatical structure of sentences, vocabulary, ideas, organization and also mechanic. After having some beneficial notes to be revised the students will absolutely get the points about what the mistakes and weaknesses they made that not to be done again for the next project.

Breath on the Mirror

2016 ◽  
Author(s):  
Steve Zeitlin
Keyword(s):  
Creative Writing ◽  
Life Stories ◽  
Edith Wharton ◽  
Jamaica Kincaid ◽  
Sentence Structure ◽  
Joan Didion ◽  
Writing Class

The author explains here bhow holding your breath on the mirror lets you express and discern your own distinctive voice and know who you really are. He talks about his creative writing class, in which students experiment with fiction and nonfiction, poetry and prose. The students learn that even if they are writing about something far outside themselves, it is still a reflection of who they are and how they interpret what they see. As his students endeavor to find their own voice, the author often shares the work of famous writers whose voice is embedded in their sentence structure and is immediately recognizable; for example, Joan Didion, Edith Wharton, and Jamaica Kincaid. He also encourages his students to look for moments when their own life stories intersect with a larger history.

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