Teacher Lore and Pedagogy in Creative Writing Courses in Poland

2021 ◽  
Author(s):  
Hanna Sieja-Skrzypulec
Keyword(s):  
Creative Writing ◽  
Writing Courses ◽  
Teacher Lore

scholarly journals 'You're in FunDzaland': Pre-service teachers (re)imagine audience on a creative writing course

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Belinda Mendelowitz
Keyword(s):  
Creative Writing ◽  
Detailed Analysis ◽  
Collaborative Writing ◽  
Peer Feedback ◽  
Data Set ◽  
Digital Revolution ◽  
Writing Courses ◽  
Self And Other ◽  
Writing Course ◽  
Group 2

This study explores how collaborative writing for a digital platform can enable students to (re) imagine audience. Although in the context of process writing peer feedback is foreground, in practice, its effectiveness is uneven. The digital revolution offers new opportunities for alternative peer feedback through collaborative writing and re-imagining self and other in the process. This study examines data from a creative writing course in which pre-service teachers wrote collaborative short stories for the FunDza digital site and individual reflective essays about the process. The study’s research questions are the following: (1) what were the affordances of this multilayered audience for engaging the students’ imaginations? (2) How did this process of (re)imagining audience impact on students’ conceptions of themselves as writers? The data set comprised 16 collaboratively authored stories (published on the site) and 34 individual reflective essays. Six of the latter were selected for detailed analysis. Hence, the data for this study encompass detailed analysis of two groups’ reflective essays on the process of writing their stories. These groups were selected because they exemplified contrasting collaborative, imaginative writing processes. Group 1 was familiar with the FunDza audience and context, while Group 2 struggled to imagine it. Thematic content analysis was used for analysis. Each essay was read first in relation to the entire data set, then in relation to the other reflections in the author’s group. The combination of gearing stories towards the FunDza audience and writing stories collaboratively created two sets of audiences that writers needed to hold in mind simultaneously. Analysis indicates that both audiences challenged students to make imaginative leaps into the minds of an unfamiliar audience, deepening their understanding of the writing process. It also highlights students’ mastery of writing discourses and increasing awareness of the choices authors make for specific audiences. Theoretically, this study theorises audience in relation to imagination. A number of concepts have emerged from this research that may enable a more fine-tuned analysis of the audience – imagination nexus. Structured freedom is an important thread that connects the central concepts of audience, imagination and collaboration, foregrounding the idea that imaginative freedom needs to be understood and worked with in nuanced ways. While freedom and imagination are closely related, the provision of free pedagogic spaces with specific constraints in creative writing courses can be extremely productive, as illustrated by the data analysed in this study.

Scriptorium: Creating an Open-Access Creative Writing Journal in Brazil

2020 ◽  
Vol 02 ◽  
Author(s):  
Bernardo Bueno
Keyword(s):  
Open Access ◽  
Creative Writing ◽  
Undergraduate Students ◽  
Graduate Program ◽  
Literary Translation ◽  
Editorial Team ◽  
Creative Writing Pedagogy ◽  
Creative Writing Studies ◽  
Writing Courses ◽  
Open Access Journals

Since 2012, Creative Writing has been an official concentration within the Graduate Program in Letters at the Pontifical Catholic University of Rio Grande do Sul (PUCRS) in Porto Alegre, Brazil. PUCRS is still the only institution offering Creative Writing courses across all levels (undergraduate, MA, PhD, workshops, non-credit courses) in the country. Within this context, we created Scriptorium, our first Creative Writing Studies journal. Linked to the Graduate Program in Letters and EDIPUCRS (the university press), Scriptorium publishes articles on the creative process, literary translation, Creative Writing pedagogy, as well as fiction and poetry. In our editorial team, we have faculty members, graduate, and undergraduate students. Every article is peer-reviewed, and the journal is open access and published online. The present paper aims to offer an account of the creation of our journal, drawing from my experience as editor. I will share our publishing process, the challenges in the dialogue between Creative Writing and Academia in Brazil, and our views for the future of this kind of publication, hoping that our experience can prove useful to other researchers and institutions wanting to publish similar open access journals.

scholarly journals Reform and Innovation of Creative Writing Teaching——Modular Teaching Design and Personalized Process Evaluation

2020 ◽  
Vol 3 (3) ◽  
pp. 49
Author(s):  
Ziwei Wang
Keyword(s):  
Creative Writing ◽  
Process Evaluation ◽  
Relevant Research ◽  
Course Content ◽  
Writing Courses ◽  
Creative Practice ◽  
Teaching Objectives ◽  
Evaluation Scheme ◽  
Writing Course ◽  
Teaching Design

In recent years, creative writing courses have attracted much attention in China, but there is a lack of relevant research on the practice of creative writing courses at present. Teachers are faced with such problems as vague teaching objectives, complex teaching contents, and lack of practical schemes. Moreover, it is difficult to evaluate the results of creative writing courses comprehensively and truly. Through the modularized combing of the course content and the establishment of personalized process evaluation scheme, we have realized the creative inspiration and creative practice guidance for students in creative writing course teaching, and enhanced the students’ participation in the course and practical ability.

scholarly journals INOVASI PEMBELAJARAN MENULIS KREATIF BERBASIS ICT MELALUI WEB BASED LEARNING DI STKIP YAPIM MAROS; STUDI EKSPERIMEN DAN PENGEMBANGAN MATA KULIAH MENULIS

2019 ◽  
Author(s):  
Syahruddin ◽  
Abdul Haliq
Keyword(s):  
Creative Writing ◽  
Writing Skills ◽  
Experimental Studies ◽  
Student Writing ◽  
Innovative Teaching ◽  
Web Based ◽  
Writing Courses ◽  
Minimum Value ◽  
Web Based Learning ◽  
Development Data

This study aims to find new innovative teaching creative writing based ICT (Information and Communication Technology) by WBL (Web Based Learning) to improve student writing competence in STKIP Yapim Maros. The design of the study conducted experimental studies and development. Data collection methods used questionnaire, observation formats, and tests for work. Initial test results showed creative writing skills are below the minimum of 70 respondents ie 31 (86%) and only 5 respondents (14%) which is above the minimum value of skills. Test to work after treatment showed all respondents (100%) is above the minimum value of writing skills. Thus, this study proves that by using ICT media through WBL in writing courses can increase student competency creative writing.

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