Google Docs Motivates Creative Inspiration and Constructive Interaction

2018 ◽  
pp. 80-98
Author(s):  
Mary-Lynn Chambers ◽  
Tiffany E. Price
Keyword(s):  
Creative Writing ◽  
Case Studies ◽  
Writing Process ◽  
State University ◽  
Google Docs ◽  
Beneficial Role ◽  
Writing Class ◽  
City State ◽  
Editing Process ◽  
Constructive Interaction

The value of constructive annotation during the creative writing process will be examined in this chapter. Specifically, two case studies will be considered. The first study investigates the constructive role Google Docs played in a creative writing class at Elizabeth City State University (ECSU). The second study reveals the power annotative feedback through Google Docs provided during the editing process of a novel earmarked for publication. This chapter will outline the method used in establishing a constructive venue implementing an annotative review procedure. Then the authors will detail the beneficial role annotation provided when implemented by both peers/instructor and by writer/editor while working within Google Docs.

Using crystallization to understand loneliness in later life: integrating social science and creative narratives in sensitive qualitative research

2021 ◽  
pp. 146879412110059
Author(s):  
Barbara Barbosa Neves ◽  
Josephine Wilson ◽  
Alexandra Sanders ◽  
Renata Kokanović
Keyword(s):  
Qualitative Research ◽  
Creative Writing ◽  
Social Science ◽  
Older People ◽  
Case Studies ◽  
Vulnerable Populations ◽  
Lived Experiences ◽  
Later Life ◽  
Care Homes ◽  
Social Phenomena

This article draws on crystallization, a qualitative framework developed by Laurel Richardson and Laura Ellingson, to show the potential of using sociological narratives and creative writing to better analyze and represent the lived experiences of loneliness among older people living in Australian care homes. Crystallization uses a multi-genre approach to study and present social phenomena. At its core is a concern for the ethics of representation, which is critical when engaging with vulnerable populations. We use two case studies from research on loneliness to illustrate an application of crystallization through different narrative types. To supplement our sociological narratives, we invited author Josephine Wilson to write creative narratives based on the case studies. Josephine was awarded the prestigious Miles Franklin Literary Award in 2017 for Extinctions, a novel exploring themes such as later life and loneliness. By contrasting the two approaches—sociological and creative narratives—we discuss the implications of crystallization for qualitative research.

scholarly journals With Open Eyes: Returning to an Academic Life

2017 ◽  
Vol 2 (2) ◽  
pp. 126
Author(s):  
Bonnie Lynn Nish
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Narrative Inquiry ◽  
Mild Traumatic Brain Injury ◽  
Academic Career ◽  
Writing Process ◽  
Academic Life ◽  
First Year ◽  
Writing Class ◽  
Frustration Level

When asked to find a visual expression of my writing process for a first year PhD writing class, I saw a chance to unblock whatever was making it difficult for me to write. Searching for a meaningful way into my story, my ideas were reflected back through images of eyes – the eyes of strangers, my own eyes, and finally through the eyes of those who cared about me. Four years after a Mild Traumatic Brain Injury impacted my life, I returned to pursue an academic career. Symptoms that I thought had been put to rest were once again haunting me and my frustration level was escalating. Trying to find my way back into an academic existence was not an easy journey. The visual inquiry into eyes became a door through which I was able to gain back my words. Using poetic and narrative inquiry allowed for a further opening of releasing obstructions.

scholarly journals IMPLEMENTING EXPERIENTIAL LEARNING IN WRITING CLASS

2017 ◽  
Vol 1 ◽  
pp. 447
Author(s):  
Ria Yulianti ◽  
Achyana Izzatun Nisa
Keyword(s):  
Experiential Learning ◽  
Writing Process ◽  
Learning By Doing ◽  
Learning Method ◽  
Language Abilities ◽  
Knowledge And Skills ◽  
Writing Class ◽  
Text Types ◽  
Good Writing ◽  
Descriptive Writing

The objective of this paper is to describe the implementing of experiential leaning in writing class. Writing is the process of expressing ideas into a good writing and composing the ideas into a proper arrangement. Writing is one of language abilities that is taught in the school. The students should be mastered some text types in writing class, such as descriptive text. Descriptive text is a text which says what a particular thing, person or place is like. In the writing process, the students face some problems in writing, such as finding ideas, developing ideas, and arranging ideas into good composition. In this case, the teacher uses a new method to solve that problems. The teachers use experiential learning to enhance the students’ writing. Experiential learning is a learning method where the educators engage the students to learn through experience directly to enhance students’ knowledge and skills. It is also called learning by doing. The steps of implementing experiential learning are doing, reflecting, analyzing, generating and application. In descriptive writing, the students can describe the object easily because they use real experience. The students also feel more enthusiasm in learning process. Therefore, hopefully the students can expand their writing in good construction.  

Creating Multimodal Texts in the L2 Writing Classroom

2019 ◽  
pp. 172-190 ◽  
Author(s):  
M. Sidury Christiansen
Keyword(s):  
Writing Process ◽  
Original Text ◽  
Writing Classroom ◽  
Video Editing ◽  
Esl Writing ◽  
Multimodal Texts ◽  
The Core ◽  
Writing Class ◽  
Core Components ◽  
New Form

This chapter examines an ESL writing class at a U.S. university that employed a re-mediation assignment to complement and facilitate the understanding of rhetoric. A re-mediation assignment asks students to transform text-based material into a multimodal form by combining linguistic, visual, audio, gestural, and spatial modalities. Students are to make use of the affordances and audiences of the new form without losing the core components of the original text. Findings suggest that students demonstrated motivation and engagement with the assignment and writing process, in part, because they were allowed to infuse other abilities (drawing, computer programming, video editing, and storytelling), languages, and cultures into their projects. As multimodal and multimedia digital literacies continue to evolve, digitally mediated projects such as re-mediation are necessary to prepare students to be competent writers in a digitally mediated society.

Scaffolding Agency and Responsibility in Cloud-Based Collaborative Writing

2017 ◽  
pp. 508-519
Author(s):  
Kate Fedewa ◽  
Kathryn Houghton
Keyword(s):  
Writing Process ◽  
Collaborative Writing ◽  
Shared Responsibility ◽  
Composition Classroom ◽  
Google Docs ◽  
Writing Courses ◽  
Academic Environments ◽  
Individual Agency ◽  
Composition Teachers ◽  
Shared Writing

Although most students regularly interact online for social reasons, many are uncomfortable collaborating for academic work, even work utilizing familiar cloud technology. Because collaborative writing in digital spaces is becoming commonplace in work and academic environments, composition teachers must help students to recognize their individual agency within group work and to develop strategies for a shared writing process. How can we scaffold online writing experiences so that our students' ability to collaborate emerges as a strategic and still-developing part of the learning process? In this chapter we discuss strategies for scaffolding a collaborative writing process using Google Docs in the composition classroom. We describe four sample activities appropriate for undergraduate writing courses: anonymous invention, group annotated bibliographies, group agendas and project plans, and peer review. We suggest best practices for developing individual agency and shared responsibility for group writing in the cloud.

The Sinophone as Lyrical Aesthetics Redefined

2020 ◽  
Author(s):  
Chow Teck Seng
Keyword(s):  
Case Studies ◽  
Chinese Poetry ◽  
Cultural Symbols ◽  
Bronze Statue ◽  
Sinophone Studies ◽  
Singapore Chinese ◽  
Historical Resources ◽  
City State ◽  
National Languages ◽  
The City

This chapter attempts to demonstrate how Sinophone studies, Sinoscripts and lyrical aesthetics can help interpret contemporary Singapore Chinese poetry. Three interconnected case studies are used to highlight how various virtual ‘spaces’ of the city state are actualized as poetics. They include Liang Yue’s ‘To the Bronze Statue of Raffles’, which highlights how poetics is created with multicultural historical resources that are utilized as cultural symbols; ‘LOST’ by Xi Ni Er, in which different written scripts, modernist and post-modernist rhetoric, and visual meta-poetics are used; and Chow Teck Seng’s ‘We Speak to Fish using National Languages’, an ekphrasis which sees dialogues between languages, media and art forms, and layered historical contexts. These various poetic spaces complete the poems, giving them second lives through unlimited reincarnations.

Reimagining social work case studies: a social work—creative writing collaboration

2018 ◽  
Vol 37 (7) ◽  
pp. 881-894
Author(s):  
Kathy Boxall ◽  
Vahri McKenzie ◽  
Gus Henderson ◽  
Shizleen Aishath ◽  
Donna Mazza
Keyword(s):  
Social Work ◽  
Creative Writing ◽  
Case Studies

CONJOINT INNOVATION: BUILDING A BRIDGE BETWEEN INNOVATION AND ENTREPRENEURSHIP

2014 ◽  
Vol 18 (01) ◽  
pp. 1450001 ◽  
Author(s):  
JOE TIDD
Keyword(s):  
Case Studies ◽  
New Ventures ◽  
Personal Traits ◽  
The Core ◽  
Innovative Firms ◽  
Generative Mechanisms ◽  
Constructive Interaction ◽  
Innovation And Entrepreneurship

Research on innovation has focussed on management structures, processes and tools, whereas research on entrepreneurship and creativity has been more interested in individual personal traits. However, many of the most successful innovative firms and technologies were co-created, by multiple founders. Moreover, these founders typically have different but complementary capabilities, and we argue that it is this interaction of talent that is at the core of many innovative new ventures, what we refer to as Conjoint Innovation. We examine 15 case studies, historical and contemporary, to demonstrate the prevalence and utility of the concept of Conjoint Innovation. We identify three generative mechanisms in such interactions: complementary capabilities; contrasting cognitive and creative styles; and adjacent networks. Whilst multiple founders are a defining condition for Conjoint Innovation, all three generative mechanisms appear to be necessary for constructive interaction and innovation.

Sign in / Sign up

Export Citation Format

Share Document