Diversity in Creative Writing Workshops: the Case of Undergraduates studying English as a Foreign Language

2019 ◽  
Author(s):  
Alison Bouhmid
Keyword(s):  
Creative Writing ◽  
Foreign Language ◽  
Writing Workshops ◽  
Creative Writing Workshops

Les ateliers d’écriture créative littéraire en classe du FLE : quel impact sur la construction des compétences linguistique, interculturelle et esthétique ?

FRANCISOLA ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 10-22
Author(s):  
Soulaf HASSAN
Keyword(s):  
Creative Writing ◽  
Foreign Language ◽  
Language Learning ◽  
Human Communication ◽  
Writing Workshops ◽  
Communication Humaine ◽  
Literary Writing ◽  
The Impact ◽  
Méthode Qualitative ◽  
Creative Writing Workshops

RÉSUMÉ. Les ateliers d’écriture créative en FLE ont effectivement leur place. Cependant, les activités proposées portent principalement sur les apprentissages linguistiques et culturels de la langue. Cette recherche tente de déterminer l’impact des ateliers d’écriture créative littéraire dans la construction des compétences linguistiques, interculturelles et esthétiques. L’étude est menée par la méthode qualitative consistant à analyser des productions écrites réalisées lors de l’expérimentation et classées par niveau. Il s’agit d’évaluer des critères relevant, à la fois, de la linguistique textuelle et de la communication esthétique. Les résultats montrent que des savoir-faire linguistiques limités ne sont pas un obstacle à la créativité. Les tâches d’écriture réalisées impliquent constamment un travail sur la langue dont le but est l’expression de soi, de l’évolution de son rapport à la langue acquise et à la communication humaine. Cette étude contribue à la réflexion sur l’élaboration d’un cours de production écriture créative. Mots-clés : Atelier d’écriture, Compétence interculturelle et esthétique, Didactique de l’écrit, Écriture littéraire, Français Langue Étrangère.     ABSTRACT. The Creative writing workshops in French as a foreign language have effectively their place. However, the proposed activities focus mainly on linguistic and cultural’s language learning. This research attempts to determine the impact of creative literary writing workshops in the construction of linguistic, intercultural and aesthetic skills. The study is conducted by the qualitative method of analyzing written productions made during the experiment and classified by level. It is a question of evaluating criteria relating both to textual linguistics and aesthetic communication. The results show that limited language skills are not an obstacle to creativity. The writing tasks performed urge every learner to work on the language with the purpose of self-expression, of the evolution of his relationship to the target foreign language and of human communication. This study contributes to the reflection on the development of a creative writing production course. Keywords: Didactic of the Writing, French as Foreign Language, Intercultural and Aesthetics skills, Writing literary, Writing workshop.  

scholarly journals REALIDADE E FICÇÃO, TRAUMA E AFETO: A AUTOPOIESIS NAS OFICINAS DE ESCRITA CRIATIVA * REALITY AND FICTION, TRAUMA AND AFFECTION. AUTOPOIESIS IN THE CREATIVE WRITING WORKSHOPS

2016 ◽  
Vol 5 (2) ◽  
pp. 96
Author(s):  
Geruza Zelnys de Almeida
Keyword(s):  
Creative Writing ◽  
Therapeutic Potential ◽  
The Body ◽  
Process Writing ◽  
Literary Discourse ◽  
Writing Workshops ◽  
Creation Process ◽  
The Relationship ◽  
Creative Writing Workshops

Resumo: O texto discute a relação entre realidade e ficção, bem como o trânsito entre uma e outra, a partir do trauma como elemento desestabilizador no discurso literário. Essa reflexão toma como base a instância autoral em processo de criação – escritura e leitura – nas oficinas de escrita criativa, analisando como a irrupção dos estilhaços de trauma convocam o corpo a ser com o corpus em performance coreográfica, o que hiperexcita os corpos tornando-os espaços de agenciamento. Nos momentos de escuta e partilha, favorecidos pela mediação atenta ao arquivo insubmisso do real, pode se observar o processo autopoiético sobre o qual se estruturam as múltiplas aprendizagens – especialmente de si – deflagrando as potencialidades provocativas, educativas e terapêuticas das oficinas, que as tornam suportes indispensáveis à educação não-formal.Palavras-Chave: ficção, trauma, afeto, autopoiesis, oficinas de escrita criativa Abstract: The paper discusses the relationship between reality and fiction, as well as the intersections between one and another, from trauma as a destabilizing element in literary discourse. This reflection is based on authorial instance in its creation process - writing and reading - in the workshops of creative writing. The paper mains analyze how the irruption of trauma convoke the body to be with the corpus in choreographic performance, which hiper excite the bodies turning it in assemblage space. In moments of listening and sharing, favored by mediation attentive to the real's unsubmissive file, it is possible to see the autopoietic process on which the multiple learning are structured, triggering the provocative, educational and therapeutic potential of workshops, which make it necessary supports for the non-formal education.Keywords: fiction, trauma, affection, autopoiesis, creative writing workshops

scholarly journals (In)dependent meaning: Representations of addiction and recovery in selected poems produced in a rehabilitation centre

Literator ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Antoinette Pretorius ◽  
Andy Carolin ◽  
Reinhardt Fourie ◽  
Lida Krüger
Keyword(s):  
Creative Writing ◽  
Personal Experience ◽  
Close Reading ◽  
Drug Rehabilitation ◽  
Clinical Context ◽  
Rehabilitation Centre ◽  
Writing Workshops ◽  
Individual Agency ◽  
Societal Expectations ◽  
Creative Writing Workshops

In this article we provide a close reading of selected poems written during creative writing workshops at a drug rehabilitation centre. We argue that these poems expose some of the uncertainties and complexities that characterise the representation of identity in experiences of addiction and recovery. We show that the speakers in these poems attempt to imagine and represent their experiences in language through a number of structuring binaries. These binaries include those between the speaker’s experiences of active addiction and recovery, and the speaker’s personal experience versus societal expectations and perceptions. Our reading of these poems is informed by the clinical context in which they were written, and our analysis reflects the bifurcation that governs this liminal space. Individual agency in these different spheres is approached in a very tentative way, and the speakers in these poems are shown to have trouble envisioning the future at the same time as their pasts appear unsettled. We argue finally that while current discourses and vocabularies surrounding addiction seem incomplete and inadequate for the expression of some complex experiences, poetry provides a platform that accommodates ambivalence and a multiplicity of meanings.

scholarly journals ‘The story of the reel that went for a swim’: Cinema Memory and the History of the Highlands and Islands Film Guild as Narrated through Oral History Interviews and surrounding Metadata

2020 ◽  
Vol 11 (1) ◽  
pp. 42-59
Author(s):  
Sarah Neely
Keyword(s):  
Pilot Study ◽  
Creative Writing ◽  
Oral History ◽  
Writing Workshops ◽  
History Of ◽  
Oral History Interviews ◽  
Creative Writing Workshops ◽  
Surprising Discovery ◽  
The Way

This article draws from existing work relating to the creative writing strand of the Major Minor Cinema project, which was inspired by the surprising discovery of project's pilot study that some cinema-goers from the period of research had been inspired to write poems or stories in response to their experience of going to the Film Guild screenings. Building on an earlier publication in the journal Participations (May 2019), which largely focused on the project's use of creative methodologies and creative writing workshops as a way of exploring cinema memory, this article will consider the way which cinema memory was narrativised in project's oral history interviews and their surrounding metadata, focusing in particular on the specificities of cinema-going in rural Scotland, and taking into consideration the significance of Scotland's oral history and storytelling traditions in relation to the arrival of cinema to the Highlands and Islands.

Silences and silence in 'creativity'

2012 ◽  
Author(s):  
Lesley Saunders
Keyword(s):  
Problem Solving ◽  
Creative Writing ◽  
Educational Policy ◽  
Policy Discourse ◽  
Writing Workshops ◽  
Flexible Working ◽  
Creative Writing Workshops ◽  
Recent Policy ◽  
Independent Thinking

This reflective piece – written primarily to provoke discussion – raises some questions about and for the recent 'creativity agenda' in educational policy in England, suggesting that something fundamental is missing. The author argues that 'creativity' has characteristically been defined in recent policy discourse as a set of skills concerned with developing independent thinking, problem-solving and flexible working. 'Creativity' thus turns out to be intimately and explicitly allied to 'employability'. The author believes that creativity, on the contrary, is stimulated by the encouragement of vivid inner lifeworlds, a sense of imaginative interiority and a sensuously-felt subjectivity – as exemplified in S.T. Coleridge's poem Kubla Khan. She argues that these are part of pedagogic responsibility as well as a sine qua non for the work of the imagination. The author is writing in her role as poet (who also leads creative writing workshops, including for teachers), rather than as a researcher.

Stories and Statecraft

2017 ◽  
Author(s):  
Sujatha Fernandes
Keyword(s):  
Creative Writing ◽  
Soft Power ◽  
Women's Writing ◽  
Cultural Diplomacy ◽  
Writing Workshops ◽  
Afghan Women ◽  
Writing Project ◽  
Creative Writing Workshops ◽  
Liberal Subjectivity ◽  
Women’S Writing

This chapter is focused on the uses of curated stories in cultural diplomacy as a soft power strategy to absorb and defuse antiwar sentiment among women in Afghanistan and the Western women who read and engage with their stories. It looks at the Afghan Women’s Writing Project (AWWP), a series of online creative writing workshops conducted by US-based mentors with Afghan women in English. The mentors are genuinely motivated by a desire to share the stories of Afghan women widely and to make visible the abuses they suffer, but their framing of the project encourages responses and outcomes that often reproduce the structural conditions of subjection rather than challenging them. This chapter explores how stories can be drawn into strategies of imperial statecraft, can help to construct modes of Western liberal subjectivity, and, conversely, may contain strategically placed critiques of imperialist projects.

scholarly journals Performativity, border-crossings and ethics in a prison-based creative writing project

2018 ◽  
Vol 19 (5) ◽  
pp. 560-577 ◽  
Author(s):  
Tamsin Hinton-Smith ◽  
Lizzie Seal
Keyword(s):  
Creative Writing ◽  
Ethical Issues ◽  
Emotional Impact ◽  
Border Crossings ◽  
Symbolic Interactionist ◽  
Writing Workshops ◽  
Writing Project ◽  
Physical Constraints ◽  
Creative Writing Workshops

We critically reflect on insights from our experiences as female researchers on a creative writing project in a men’s prison, including the emotional impact on the men involved and the ways in which our role as participant researchers impacted deeply on us. Juxtaposed starkly with the physical constraints of the prison, a sense of journeys emerged as significant throughout the study, particularly the symbolic crossing of boundaries. We draw on theories of performativity from both Feminist and Symbolic Interactionist perspectives to frame our understanding of the experience of being participant researchers in prison creative writing workshops, and also consider associated ethical issues.

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