Creative writing: creating self-confidence.

El desarrollo de la autoconfianza en estudiantes adolescentes puede resultar difícil. Su edad, gustos, creencias, actitudes y percepciones son obstáculos constantes para aprender un nuevo idioma, más aún, si no se sienten cómodos en su salón de clases. Este artículo reflexiona sobre la implementación de la escritura creativa y cómo se pueden mejorar otros aspectos como el pensamiento crítico, el desarrollo de las habilidades lingüísticas, la motivación, entre otros, mientras se enfoca en escribir de manera “divertida” tomando como base información recopilada a través de diferentes investigaciones y la experiencia personal en el ámbito de la enseñanza.

Collaborative learning in creative writing: A teacher’s perspective

This study aims to determine how the impact of collaborative classes on creative writing and how these classes improve students' abilities in achieving learning outcomes. The research question that exposed is how do teachers perceive teaching creative writing through collaborative project. Collaborative learning offers a number of opportunities for students to learn interpersonal skills and character and teamwork by participating in task-oriented learning groups, so that although the content or learning materials continue to develop, collaborative groups are still able to develop various skills that can prepare students to pursue career. The method used in this study is descriptive qualitative. The primary data in this study were taken from interviews with lecturers in creative writing courses. From the analysis it can be seen that collaborative learning engages all students from diverse backgrounds personally and actively, inviting each individual to contribute knowledge and perspectives to the world of education from their own unique lives and also from their academic and vocational experiences.

Creative Writing and Decolonizing Intersectional Feminist Critical Reflexivity: Challenging Neoliberal, Gendered, White, Colonial Practice Norms in the COVID-19 Pandemic

Creative writing during the COVID-19 pandemic can serve as a decolonizing intersectional feminist method for critical self-reflexivity. We share responses to the prompt: “If my therapeutic practice came with a warning label in COVID-19, what would it say?” and provide an analysis of the neoliberalism, whiteness, and colonialism embedded in our creative writing and practice. Engaging in critical self-reflexivity through metaphor carries potential for revealing hidden gendered, racialized, colonial, and neoliberal biases and norms related to social work practice, particularly when done in a collaborative, dialogic manner. We conclude by providing possible creative writing prompts that might be used in social work practice, supervision, and teaching to advance existing practices of self-reflexivity in social work both during and beyond the pandemic.

THE ROLE OF NEURO LINGUISTICS IN CREATIVE WRITING SHORT STORIES THROUGH AN INTERDISCIPLINARY APPROACH

This study aims to explore the role of neurolinguistics in writing creative short stories for students through an interdisciplinary approach. neurolinguistics is a field of study consisting of linguistics and medicine which studies the relationship between language and the human brain which is linked to cognitive neuroscience and sensory and cellular movement. The method used in this research is literature review or literature review. There are four stages or four phases in conducting this research (1) designing a review, (2) conducting a review, (3) analyzing and (4) writing a review. In neurolinguistics, the parts of the human brain are also studied. The brain has 3 main parts, namely the cerebrum (cerebrum), cerebellum (cerebellum), and brainstem (brainstem). There are six factors that must be considered in creative writing, namely general knowledge and cognition, creative cognition, process, motivation and conative, linguistics and literacy, and psychomotor. There are also four-pillar factors of neurolinguistics, namely outcome, rapport, sensory acuity, and flexibility. Neurolinguistics also studies the structure and parts of the human brain, including the cerebrum (large brain), cerebellum (cerebellum), brainstem (brain stem) and limbic system (limbic system). The part that is closely related to writing is the cerebellum (cerebellum).

Rhetorical Culture and Brand Slogan: An Analysis of the Slogans of all Commercial Banks from Nepal

Rhetoric is the artful deviation of information and ideas. It is commonly utilized in different forms of advertising. In this context, the study has examined how rhetorical devices are employed in the brand slogans of the 28 commercial banks in Nepal. To achieve their dominant theme there, it identifies and categorizes the devices following the taxonomy developed by James H. Leigh. The framework divides such figures of speech into 41 types under 2 major categories schemes and tropes. The finding from this descriptive analysis and has indicated that music, memory, association, emphasis, emotion and exaggeration are some popular constructs for designing the slogans. Moreover, Nepali private commercial banks seem more successful in utilizing such strategies as they have applied maximum rhetorical devices in comparison to foreign joint -venture and governmental banks. In this trajectory, foreign joint-venture banks have an international brand in the name itself, governmental banks can communicate with customers being people's banks and private banks appear smart in incorporating maximum wordplays in the slogans to play with the sentiment of the audience influencing them. The study simultaneously contributes to both the fields of creative writing and marketing communication literary world and marketing sector updating the current awareness about rhetorical culture. The study has only included the slogans of commercial banks from Nepal, but the comparative study between the slogans of all the banks from Nepal and the banks' slogans from other countries may reflect a clearer picture regarding rhetorical culture.

Al-Ghazali's Image in Al-Jabri's works

Muhammad Abed Al-Jabri (1935-2010) is a famous philosophical and scientific figure in contemporary Arab thought. He is the author of the philosophy of "the Arab mind" and "the criticism of the Arab mind." He tried to establish his theory of looking at the ancient Arab heritage and modern Arab thought. He also tried to view them according to the critical vision criteria, which he laid the methodological foundations for in his essential philosophical writings, especially in the critique of the Arab mind trilogy. In this study, I seek to analyze and study various aspects of his analytical and critical approach towards Al-Ghazali and his theoretical creativity. As well as revealing the specificity of his position on the intellectual path of Al-Ghazali himself, based on the sequence of his books, Al-Jabri considered Al-Ghazali's personality as a large and complex problem, so that It is challenging to define entirely and accurately. However, this does not exclude him from the possibility of defining the criteria of science in general and philosophy in particular. In this research, I tried to reveal that the position of Al-Jabri himself represents in some sense the continuation of the problematic and complexity of Al-Ghazali himself. Al-Jabri raised more problems than the answer to them. And the controversy remains and is getting stronger. The research into the personality and works of Al-Ghazali seems to have been and will remain for a long time due to the problematic character of Al-Ghazali himself, the diversity and differences of his intellectual, creative writing, and his tortuous nature. Hence, this study constitutes a contribution in this field.