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Creative Writing Commons

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Articles 1 - 14 of 14

Full-Text Articles in Creative Writing

From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh Aug 2019

From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh

Journal of Southeast Asian American Education and Advancement

The pressure of being alone in a new country and of surviving in a competitive academia has scared me to death. I cannot find any better way to heal me other than writing. Writing helps me make sense of the worlds and come closer to my true self. This piece is journeying from my own struggles of a Vietnamese, queer, immigrant teacher to accept who I am as a writer. In addition, writing this piece helps me get closer to decademizing academic writing in higher education.


What Does Motivated Mean? Re-Presenting Learning, Technology, And Motivation In Middle Schools Via New Ethnographic Writing, Justin Olmanson Jan 2016

What Does Motivated Mean? Re-Presenting Learning, Technology, And Motivation In Middle Schools Via New Ethnographic Writing, Justin Olmanson

Faculty Publications: Department of Teaching, Learning and Teacher Education

This article offers a critique of the way middle schoolers are often positioned as generalizable objects that can be acted upon to produce measurable increases in motivation and learning. The critique invites a reconsideration and cultural analysis of some of the dominant discourses and perceptions of technology, young adolescence, and the study of motivation. The use of New Ethnographic Writing—a method that performs a cultural critique via extended scenes—connects to the roles and status of motivation, technology, and educational research methods deployed within public schools. Coupled with weak theory, this approach offers a way to understand young adolescents ...


Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data In Support Of Academic Writing Development, Justin Olmanson, Katrina Kennett, Alecia Magnifico, Sarah Mccarthey, Bill Cope, Duane Searsmith, Mary Kalantzis Jan 2016

Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data In Support Of Academic Writing Development, Justin Olmanson, Katrina Kennett, Alecia Magnifico, Sarah Mccarthey, Bill Cope, Duane Searsmith, Mary Kalantzis

Faculty Publications: Department of Teaching, Learning and Teacher Education

Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine the processes of students at two different schools as they remediated their own texts and how those processes impacted the development of their rhetorical, conceptual, and communicative capacities. Our analysis suggests that students creating visualizations of their completed first drafts scaffolded self-evaluation. The mapping ...


Caught In The Tractor Beam Of Larger Influences: The Filtration Of Innovation In Education Technology Design, Justin Olmanson, Fitsum Abebe, Valerie Jones, Eric Kyle, Lyrica Lucas, Katie Robbins, Guieswende Rouamba, Xianquan Liu Jan 2015

Caught In The Tractor Beam Of Larger Influences: The Filtration Of Innovation In Education Technology Design, Justin Olmanson, Fitsum Abebe, Valerie Jones, Eric Kyle, Lyrica Lucas, Katie Robbins, Guieswende Rouamba, Xianquan Liu

Faculty Publications: Department of Teaching, Learning and Teacher Education

While emerging technologies continue to emerge, research into their use in learning contexts often focuses on a subset of educational practices and ways of using technologies. In this study we begin to explore the extent to which educational designs are influenced by larger societal and education-related factors not usually explicitly considered when designing or identifying technology-supported education experiences for research study. We examine patterns within and between factors via a content analysis across ten years and 19 different journals of published peer-reviewed research on technology-supported writing. Our findings have implications for how researchers, designers, and educators approach technology-supported educational design ...


The Techno-Pedagogical Pivot: Designing And Implementing A Digital Writing Tool, Justin Olmanson, Katrina Kennett, Bill Cope Jan 2015

The Techno-Pedagogical Pivot: Designing And Implementing A Digital Writing Tool, Justin Olmanson, Katrina Kennett, Bill Cope

Faculty Publications: Department of Teaching, Learning and Teacher Education

In educational technology, the idea of innovation is usually tethered to contemporary technological inventions and emerging technologies. Yet, using long-known technologies in ways that are pedagogically or experientially new can reposition them as emerging educational technologies. In this study we explore how a subtle pivot in pedagogical thinking led to an innovative education technology. We describe the design and implementation of an online writing tool that scaffolds students in the evaluation of their own informational texts. We think about how pathways to innovation can emerge from pivots, namely a leveraging of longstanding practices in novel ways has the potential to ...


Success With Ell's: Writing In The Esl Classroom: Confessions Of A Guilty Teacher, Susan R. Adams Jul 2014

Success With Ell's: Writing In The Esl Classroom: Confessions Of A Guilty Teacher, Susan R. Adams

Susan Adams

"Success with ELLs" suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes.


Extending An Alternative: Writing Centers And Curricular Change, Joe Essid Jan 2014

Extending An Alternative: Writing Centers And Curricular Change, Joe Essid

English Faculty Publications

When our Writing Center staked its reputation and perhaps its survival on a proposal to change our first-year curriculum, we entered territory that would have been unthinkable to those in our field a few decades ago. Writing center directors and peer tutors may not like it, but the climate now is very different from the salad days of the 1980s, when scholars such as Tilly and John Warnock argued “it is probably a mistake for centers to seek integration into the established institution” (22). In both the United States and EU nations, we face curricular change driven by emerging technologies ...


Writing Awareness, Gwen Gorzelsky Jun 2013

Writing Awareness, Gwen Gorzelsky

The Journal of the Assembly for Expanded Perspectives on Learning

The author argues that, by practicing embodied, metaphoric ethnography, educators can revise their roles in classroom social systems and so pursue the goals of critical pedagogy.


A Case Study On Perspectives, Whitney Tallarico May 2011

A Case Study On Perspectives, Whitney Tallarico

Senior Honors Projects

The Rhode Island Training School becomes a home to juvenile offenders of the law. Home, in so far as it is a place that they sleep, eat, and spend a lot of time in, as well as the atmosphere in which learning and growth occur during the adolescent phase of their lives. There is a very high rate of released inmates who return to the facility for things like running away from group homes, not checking in with their parole officers, or other misdemeanors. It is my belief that this is, at least in part, due to the fact that ...


Twenty-First-Century Writing/Twentieth Century Teachers?, Ian Barnard Sep 2009

Twenty-First-Century Writing/Twentieth Century Teachers?, Ian Barnard

English Faculty Articles and Research

"My students are writing in their everyday lives—indeed, their everyday lives are written—but we (teachers—writing teachers, in particular--and education administrators, no doubt nudged by politicians and “the public”) have to a large extent failed miserably in embracing and capitalizing on that writing: email, text messaging, instant messaging, blogging, twittering, responding, video gaming, Second Lifeing. Andrea and Karen Lunsford’s recent longitudinal study of Stanford students has shown the lie to the given that students today don’t write as much as they used to (they are writing much more). Are we becoming the stodgy, ungenerous, rigid English ...


Success With Ell's: Writing In The Esl Classroom: Confessions Of A Guilty Teacher, Susan R. Adams Jan 2009

Success With Ell's: Writing In The Esl Classroom: Confessions Of A Guilty Teacher, Susan R. Adams

Scholarship and Professional Work – Education

"Success with ELLs" suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in mainstream middle and high school English classes.


The Politics Of Persuasion Versus The Construction Of Alternative Communities: Zines In The Writing Classroom, Aneil Rallin, Ian Barnard Jan 2008

The Politics Of Persuasion Versus The Construction Of Alternative Communities: Zines In The Writing Classroom, Aneil Rallin, Ian Barnard

English Faculty Articles and Research

We discuss how studying and creating zines in our composition classes allows our students to negotiate and explore the complexities of writing without the compulsions of many of the politically problematic commonplaces of composition pedagogy. We use zines to examine the unique ways in which their rhetorical devices address conflicts around questions of audience and diversity, as well as the particular questions that the zines raise about the politics of persuasion, our own writing practices, writing strategies that the zines suggest to us, and the construction of alternative communities.


Using Portfolio Reflections To Re-Form Instructional Programs And Build Curriculum, Sarah Robbins, Nancy Brandt, Susan Goering, Jeanette Nassif, Kathleen Wascha Nov 1994

Using Portfolio Reflections To Re-Form Instructional Programs And Build Curriculum, Sarah Robbins, Nancy Brandt, Susan Goering, Jeanette Nassif, Kathleen Wascha

Faculty Publications

An educator who finds merit in both content- and student-centered instruction may find it difficult to develop a classroom learning program with a firm theoretical base drawing on strengths from both perspectives. The implementation of a collaborative portfolio project as an ongoing curriculum reformation is described.


Writing Across Institutional Boundaries: A K-12 And University Collaboration, Rebecca Randolph, Sarah Robbins, Anne Ruggles Gere Mar 1994

Writing Across Institutional Boundaries: A K-12 And University Collaboration, Rebecca Randolph, Sarah Robbins, Anne Ruggles Gere

Faculty Publications

A collaborative reading and writing project between eighth graders and college English education students is discussed. The students corresponded with one another, discussing shared readings.