Hand-Written Road Maps to Multi-Dimensional Space

2019 ◽  
Vol 1 (1) ◽  
pp. 40-51
Author(s):  
István Berszán ◽  
Philip Gross
Keyword(s):  
Creative Writing ◽  
Dimensional Space ◽  
Literary Reading ◽  
Reading And Writing ◽  
Attention System ◽  
Road Maps ◽  
Collaborative Space ◽  
Literary Practices ◽  
Time Projection

Abstract In their article “Hand-Written Road Maps to Multi-Dimensional Space” István Berszán and Philip Gross investigate the heightened alertness of literary reading and writing in an interview with Gross, the prize-winning British poet and professor of creative writing. After the presentation of the interviewee Berszán ask him questions concerning the kinetic spaces of his literary practices. The itinerary follows issues like place, temporality of occurrences, attention, system and ecology, metaphor, time projection, gesture-resonance and collaboration. Gross seems to be as good a creative playmate during the discussion as he was for children, students, artists or readers who met him in a „collaborative space between”: his answers turn the questions both into hunter and quarry.

Hong Kong Literary Landscape: A MediaWiki for literary reading and writing

2021 ◽  
Author(s):  
Leo F. H. Ma ◽  
L. M. Mak
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary School Students ◽  
Language Education ◽  
Research Centre ◽  
Literary Reading ◽  
School Students ◽  
Reading And Writing ◽  
Junior Secondary School ◽  
Chinese University

For almost three decades, literary walk has been used by various education and public institutions in Hong Kong as an effective way to promote reading and writing to secondary school students. Funded by the Standing Committee on Language Education and Research of the Hong Kong Special Administrative Region Government in 2013, the Hong Kong Literature Research Centre (HKLRC) of the Chinese University of Hong Kong and the Chinese University of Hong Kong Library (CUHK Library) jointly kicked off a two-year proposal entitled “Fun with Learning Chinese Language through Literary Walk” aimed at promoting literary reading and writing skills to junior secondary school students in Hong Kong. In this paper, the authors discuss a key deliverable of this project, the Hong Kong Literary Landscape MediaWiki, jointly developed by the HKLRC and the CUHK Library, which provides literary walk materials on the wiki platform including video clips, critically selected literary works, literary maps, creative writings of the student participants, and so on. Apart from the project participants, the Hong Kong Literary Landscape MediaWiki is also a useful tool for other secondary school teachers, students, and a wider group of audience in the Hong Kong community.

scholarly journals On Reading and Writing: an Interview with Larissa Lai

2014 ◽  
Vol 4 ◽  
Author(s):  
Larissa Lai ◽  
Sonia Villegas-López
Keyword(s):  
Creative Writing ◽  
Reading And Writing ◽  
Larissa Lai

Cultural activist, author and Creative Writing Professor Larissa Lai is interviewed by Spanish critic Sonia Villegas López.

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.

scholarly journals Diverse nature of literacy: The sociocultural perspective

2019 ◽  
Vol 43 (3) ◽  
pp. 33
Author(s):  
Izabela Dąbrowska
Keyword(s):  
Rapid Development ◽  
Sociocultural Perspective ◽  
Media Technology ◽  
Global Trends ◽  
Reading And Writing ◽  
The World ◽  
Sociocultural Theories ◽  
Literary Practices

<p>Considering the pace of the contemporary changes in the world, largely due to global trends and rapid development of media technology, it is commonly accepted that literacy cannot connote reading and writing any more as it did until several years ago. Much broader conceptualisations of what literary practices stand for are needed as people actually use literacy in diverse contexts and for different purposes. These are offered by sociocultural theories and approaches, which, despite being dissimilar with one another, do not undermine the traditional views on literacy and its practices but forward new<br />complex and inclusive ways of understanding the phenomenon</p>

scholarly journals Lectura y escritura literarias en la Universidad: desafíos y propuesta para la articulación de un nuevo espacio para el desarrollo de la práctica literaria en la enseñanza superior universitaria / Literary Reading and Writing at the University: Challenges and Proposals for the Articulation of a new Space for the Development of Literary Practice in University Higher Education

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Fabián Gabriel Mossello
Keyword(s):  
Cultural Context ◽  
Literary Reading ◽  
Cultural Expression ◽  
Reading And Writing ◽  
Mediating Role ◽  
New Space ◽  
The University ◽  
Post Industrial ◽  
Role Of The Reader

ABSTRACTThe practices of reading and writing have suffered, in recent years, profound transformations in response to the changing post-industrial world we face as teachers. The expansion of the literary object to new spaces of cultural expression, is reviewing concepts such as canon, beauty, genre, the role of the reader, as well as the reformulation of what it means to read and write literature in a university context. Regarding this, we consider whether the university has adapted itself to these varied cultural and historical scenarios in order to be able to form effective readers and writers in the new cultural context and more specifically in the literary one. We should probably review our mediating role in the classroom so we can productively articulate the reading and writing expectations every student has and the academic offer of the university. In this paper we will deal with the main problems concerning the reading and writing of literature at the University; and we will draft a proposal for a curricular workshop articulating these two activities, while integrating the specific didactic contributions on the teaching of literature, and disciplines such as literary theory, semiotics and criticism.RESUMENLas prácticas de la lectura y la escritura han sufrido, en los últimos años, profundas transformaciones en respuesta al mundo post-industrial cambiante que nos enfrentamos como maestros. La ampliación del objeto literario a nuevos espacios de expresión cultural, está revisando conceptos como el canon, la belleza, el género, el papel del lector, así como la reformulación de lo que significa para leer y escribir literatura en un contexto universitario. En este sentido, consideramos que si la universidad se ha adaptado a estos diversos escenarios culturales e históricos con el fin de ser capaz de formar lectores y escritores eficaces en el nuevo contexto cultural y más específicamente en el literario. Probablemente deberíamos revisar nuestro papel mediador en el aula para que podamos articular productivamente las expectativas de lectura y escritura a cada estudiante tiene y la oferta académica de la universidad. En este artículo vamos a tratar con los principales problemas relacionados con la lectura y la escritura de la literatura en la Universidad; y vamos a elaborar una propuesta para un taller curricular articulando estas dos actividades, mientras que la integración de las contribuciones específicas didácticas en la enseñanza de la literatura y disciplinas como la teoría literaria, la semiótica y la crítica.

scholarly journals UNDERGRADUATE LANGUAGE PROBLEMS IN SHORT STORY THROUGH CREATIVE INTERPRETATION

2015 ◽  
pp. 8-37
Author(s):  
Manal Mohammed Ben- Ahmeida ◽  
farhan Ali
Keyword(s):  
Creative Writing ◽  
Undergraduate Students ◽  
Short Story ◽  
English Language ◽  
Reading Skill ◽  
Reading And Writing ◽  
Wide Range ◽  
Language Problems ◽  
Efl Teachers ◽  
Teachers And Students

This paper is conducted to shed the light on English language problems Libyan undergraduate students face in short story through creative interpretation in reading and writing. Creative writing is a wide range of literature and it deals not only with language but also with the wide imagination of writers. However, it is well known that if language problems increase, then even the imagination cannot help because writing techniques and creativity go on the same path. It has always been a great help for the writers to organize and deliver their writing in a suitable form. Most Libyan students cannot, they have many problems in composing, therefore; when they are asked to conduct a creative writing task, they find it enormously difficult and challenging. Those who have the ability to produce are the talented and skillful ones. In this paper, the aim is to encourage and motivate Libyan students to be effected to creative reading and writing as well as grow their skills and talents. Furthermore, this paper will deal with language problems in reading and writing that are mostly common in all levels of learners, and it will focus mostly on the scope of short story. In addition, the purpose of this paper is to provide ideas, suggestions, and solutions according to the problems that are encountered throughout this study. Reading this paper, will help Libyan EFL teachers realize that creative writing is a talent or a skill that has to be practiced; therefore, we will provide ideas to help teachers avoid favoring students who have the talents and skills in reading and writing over others by treating them equally, helping them grow their ability in being creative. There are some important elements that will be discussed throughout this study and the most elements of all is for Libyan EFL teachers and students to understand that there is a significant relationship between what the learner writes and what he/she reads which is called creative reading. In this paper we will present how the reading skill is also neglected by Libyan students. Students do not read for interest unless they are forced to do so for different reasons. Reading skill is not practiced by Libyan students even in their first language. Unfortunately, Libya is a culture that does not encourage, support, facilitate and provide for reading. Therefore, in this paper, the aim is also to help Libyan students learn that reading someone's piece of work is an essential step for developing the skill of creative writing and that provides the history or background about the expected text, even an imagination for an inspired story. Furthermore, providing this paper is to help Libyan students believe that the more the learner reads, the more he/she writes and creates. We would like students to believe that inspiration and imagination are the path for a readable and meaningful story which leads the writer to creativity. And, we believe that if EFL teachers find a way to provide creativity, students will gain the knowledge needed to write and read creatively.

scholarly journals Not Losing the EFL Plot: L2 Engagement through Literature (Reading Circles) and Producing Short Stories (Creative Writing Circles)

2018 ◽  
Vol 7 (5) ◽  
pp. 102
Author(s):  
Kevin M Maher
Keyword(s):  
Short Stories ◽  
Creative Writing ◽  
Literature Circles ◽  
Language Teachers ◽  
Reading And Writing ◽  
Efl Context ◽  
Literature Reading

Reading and writing stories (literature) can be an effective way to engage students’ L2. Pedagogically, teachers are looking for ways to increase L2 input, and amplify L2 output. Because of the communicative nature of acquiring language, teachers are equally looking for collaboration among students to increase the usage of their L2 language. This paper proposes studying literature through Reading Circles and creating plot-focused short stories within a Writing Circles structure. It will theoretically establish the value of literature circles and creative writing circles in the EFL context, and share how language teachers can implement them.

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