Teaching Empathy through English Literature and Creative Writing in the Korean Classroom

2020 ◽  
Vol 24 (3) ◽  
pp. 173-203
Author(s):  
Karen Muckenhirn
Keyword(s):  
Creative Writing ◽  
English Literature

scholarly journals Creative Writing in A level English Literature

New Writing ◽  
2009 ◽  
Vol 6 (3) ◽  
pp. 187-195
Author(s):  
Andrew Green
Keyword(s):  
Creative Writing ◽  
English Literature

Adapting, Appropriating, Writing

2018 ◽  
pp. 287-301
Author(s):  
Vandana Saxena
Keyword(s):  
Creative Writing ◽  
Digital Technology ◽  
English Literature ◽  
Literary Text ◽  
Cross Cultural ◽  
Pedagogical Model ◽  
Cultural Understanding ◽  
Reading And Writing ◽  
Writing Practices ◽  
Current Trends

This chapter proposes a deeper integration of the writing practices like creative writing and storytelling in a class of literature in order to develop a new pedagogical model that empowers the students of literature to not only read and interpret but also to express and engage with the text in a nuanced manner. It does so in the context of the current trends of interactive reading and writing fostered by the digital technology where productive engagements with the texts through fanfictions, visual adaptations, and so on are a part reading a text. Following the paradigm of fanfiction, the project “The Crucible on Twitter” implemented in the classrooms of English Literature in a Malaysian University revealed the ways in which digitally mediated writing activities enable the learners to engage with a text on its own turf, promoting cross-cultural understanding and empowering the learner-readers to integrate their own meanings, concerns, and issues into their reading of an original literary text.

Practicing Biblical Literacy

2014 ◽  
Vol 7 (2) ◽  
pp. 173-196
Author(s):  
Iona C. Hine ◽  
Nicky Hallett ◽  
Carl Tighe ◽  
José Luis Lopez Calle
Keyword(s):  
Higher Education ◽  
Creative Writing ◽  
North American ◽  
English Literature ◽  
Biblical Studies ◽  
Biblical Literacy ◽  
The Bible ◽  
The University

When and how does the Bible enter the classroom? In May 2011, the department of Biblical Studies at the University of Sheffield hosted a conference on the role of the Bible in secondary and higher education. This paper addresses the notion of biblical literacy, providing an account of the emergent practices discussed, with in-depth treatment of three case studies.The examples are drawn from the fields of English Literature, Economics, and Creative Writing. The different role of the Bible in education in North American and British contexts is also considered, and the article concludes with considerations for future collaboration.

Instructional Materials Design and Development of English Poetry Class

2017 ◽  
Vol 1 (1) ◽  
pp. 30-31
Author(s):  
Sarif Syamsu Rizal
Keyword(s):  
Creative Writing ◽  
Learning Process ◽  
English Literature ◽  
Materials Design ◽  
Literary Work ◽  
Instructional Materials ◽  
English Poetry ◽  
Teaching English ◽  
Design And Development ◽  
Teaching Learning

The inspiring issue to share this paper is to increase teachers’ responsibilities as more than just transferring knowledge, distributing scientific facts, and becoming a useful model for learners but teachers have to be able to design and develop learners through engaging in any learning opportunities, search out and construct meaningful educational experiences that allow them to solve real-world problems and show that they have learned big ideas, powerful skills, and habits of mind also heart that meet educational standards as being stated at ELT Today in Global Community, 2017.This paper entitles “Instructional Materials Design and Development of English Poetry Class” revealing what to prepare and what to conduct, that later on being called as Two-Whats- To-Do, in teaching English poetry. To implement it in learning process; learners are going to recognize and practice how to analyse poetry to develop intellectual skill and how to write poetry to motivate creativity skill. By achieving these skills, the learners are able to apply capabilities; those are literary research and creative writing especially on English poetry.In composing this paper, the writer used qualitative descriptive in what factors have to be prepared in teaching English poetry to learners. The result of the study describes the factors namely planning and conducting in teaching-learning process based on the Revised Bloom’s Taxonomy. To develop and implement the Two-Whats- To-Do in teaching English poetry are expected to be the objectives after finishing the process such as learners understand the importance of literary work for life, learners are interested in poetic interpreting and creative writing in all part of excitement and mystery of learning English poetry, and learners express their thoughts, ideas, questions while attempting to interpret a poem. The benefit of the paper is that the Two-Whats- To-Do in teaching English poetry can be a usefulmodel to English literature teacher, learners, devotees, observers, and translators.

The Cambridge Companion to Prose

2021 ◽  
Keyword(s):  
Creative Writing ◽  
English Literature ◽  
Prose Fiction ◽  
Critical Practice ◽  
Technical Aspects ◽  
Area Of Interest ◽  
Non Fiction ◽  
Creative Non Fiction

This Companion provides an introduction to the craft of prose. It considers the technical aspects of style that contribute to the art of prose, examining the constituent parts of prose through a widening lens, from the smallest details of punctuation and wording to style more broadly conceived. The book is concerned not only with prose fiction but with creative non-fiction, a growing area of interest for readers and aspiring writers. Written by internationally-renowned critics, novelists and biographers, the essays provide readers and writers with ways of understanding the workings of prose. They are exemplary of good critical practice, pleasurable reading for their own sake, and both informative and inspirational for practising writers. The Cambridge Companion to Prose will serve as a key resource for students of English literature and of creative writing.

scholarly journals Drawing Maps for Research in Creative Writing through A/r/tography

2018 ◽  
Vol 4 (2) ◽  
pp. 71-88
Author(s):  
Chrysogonus Siddha Malilang
Keyword(s):  
Creative Writing ◽  
Song Cycle ◽  
English Literature ◽  
Academic Research ◽  
Living Body ◽  
Writing Research ◽  
Non Linear ◽  
Practice Based Research ◽  
New Perspective ◽  
New Research

The return of Creative Writing to the academia was intended as an answer to rigid approaches employed in the nineteenth century’s teaching of English Literature. This comeback has since brought back a new perspective in seeing body of literature as a living body but at the same time also introduced clash between dominating research paradigm in the academia. The writers who were hired to teach creative writing tended to prioritise their creative practice, while the general consensus in academia called for more theoretical-oriented research. In order to compromise, the practice-based research method was born.  Despite various justifications that creative process is the same as research inquiry, the heavier emphasis on creative works in this method still invites criticism, such as the lack of research rigour (Biggs & Büchler, 2007). New framework to balance and bridge practice and research rigour is thus needed – especially one that can accommodate the non-linear thinking trajectories in creative practices. Due to the possible non-linearity, the new research platform should not follow the reigning ‘arborescent scheme’ in the academic research tradition, but incorporate the concept of Deleuzian rhizome.  A/r/tography – developed based on the premise of art and art creation as a rhizomatic process / activity – is proposed as one of the potential practices for creative writing research. The non-linear view of a/r/tography towards arts practices suggests a rhizomatic role in the mapping of creative writing process. As it addresses and accommodates multiplicities, a/r/tography also facilitates non-native English speakers to conduct and map his journey in art creation and research inquiry. Author’s project of writing a collection of bilingual poems based on classical Javanese song cycle – Sekar Macapat – is presented to illustrate the claim.   

scholarly journals CREATIVE WRITING IN FOREIGN LANGUAGE TEACHING

2021 ◽  
pp. 85-93
Author(s):  
S.A. Pitina ◽  
◽  
A.D. Shcherbov ◽  
Keyword(s):  
Creative Writing ◽  
Foreign Language ◽  
Language Teaching ◽  
English Literature ◽  
Foreign Language Teaching ◽  
Business English ◽  
Writing Assignments ◽  
History Of ◽  
Teaching Learning ◽  
Independent Work

The article is an attempt to reveal the role of creative writing in the process of foreign language teaching/learning at higher school. Approaches to teaching creative writing to students, who learn English as a first foreign language at the classes of business English, history of the English literature and practical course of the first foreign language are discussed. The effectiveness of creative writing assignments as independent work is proven.

Some Popes in English Literature c. 1850–1950

2012 ◽  
Vol 48 ◽  
pp. 374-384
Author(s):  
Bernard Hamilton
Keyword(s):  
United Kingdom ◽  
Creative Writing ◽  
English Literature ◽  
Religious Life ◽  
Roman Catholic ◽  
Reading Public ◽  
The United Kingdom

In 1850 the Roman Catholic hierarchy was re-established in England. Although this caused widespread resentment, one consequence was, as its critics had feared, that the pope once again became a part of English social and religious life. This change was reflected in English creative writing during the next hundred years. Here and throughout this essay I use the term English rather than British advisedly, because different conditions obtained in other parts of the United Kingdom. This essay will examine how five writers with widely different viewpoints represented the pope, and will consider how their work may reflect attitudes to the papacy among the reading public.

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