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Full-Text Articles in Creative Writing

Statement Of Creative Practice: Creative Making And Vr Literature, Mez Breeze Sep 2019

Statement Of Creative Practice: Creative Making And Vr Literature, Mez Breeze

Journal of Creative Writing Studies

Editor's Note
Mez Breeze authored her artist’s statement in virtual reality. You can view Mez’s artist’s statement even without a VR headset. Just click this link: https://bit.ly/2Kov372
You’ll need this password to access it: XR_PlayG

Abstract
Constructing creative writing in XR (aka Extended Reality: an umbrella term that covers Augmented Reality, Virtual Reality, Mixed Reality, and a fourth category called Synthetic Reality), and VR in particular, is an exciting and recent phenomenon in the Electronic Literature field. This proposed Statement of Creative Practice will examine the scope and reach of XR artforms ...


Basho & Friends Literacy Game For Tablet, Joshua Korenblat Sep 2019

Basho & Friends Literacy Game For Tablet, Joshua Korenblat

Journal of Creative Writing Studies

Basho & Friends is an in-progress prototype for an interactive children’s book. Here, children ages 8-13 collaborate with young Basho, the legendary founder of haiku poetry, to become poets themselves. This project exemplifies a “convivial tool,” defined by philosopher Ivan Illich as a platform designed to promote creative expression. Here, we imagine new possibilities for reading, sensemaking, and creative writing based on past forms and ideas. Through poetry, Basho promotes meaningful principles of literacy and sustainability today. Children can engage with Basho’s story in an historical context and practice haiku to see themselves as authors of their life stories.


Fanfiction As Performative Criticism: Harry Potter Racebending, Khaliah A. Petersen-Reed Sep 2019

Fanfiction As Performative Criticism: Harry Potter Racebending, Khaliah A. Petersen-Reed

Journal of Creative Writing Studies

Fanfiction anatomizes a text and in this textual nakedness fanfiction writers recognize gaps in their chosen source texts and seek to supplement these deficiencies through literary disruption. This essay focuses on the kind of fanfiction that critically disrupts through artistic cultural production—a practice that I am labeling performative criticism. I look at Racebending fanfiction that intervenes in the gaps of the Harry Potter series—specifically the gaps related to race. Using fanfiction produced by Harry Potter fans, I will show that by reading and writing fanfiction these writers are blurring demarcation between creative writing and literary criticism.


This Is (Not) A Game: The Adjunct Experience As Playable Fiction, Lee Skallerup Bessette Sep 2019

This Is (Not) A Game: The Adjunct Experience As Playable Fiction, Lee Skallerup Bessette

Journal of Creative Writing Studies

How can a never-ending running 8-bit game be a piece of protest art? In examining her own experience in a related netprov protesting the treatment of adjuncts, the artist explores issues of agency, exploitation, and the very nature of games and playing in her artist’s statement on her game, Adjunct Run: https://adjunctrun.readywriting.org/.


“The Machinic Author” Artist’S Statement: The Reading Club, Annie Abrahams, Emmanuel Guez Sep 2019

“The Machinic Author” Artist’S Statement: The Reading Club, Annie Abrahams, Emmanuel Guez

Journal of Creative Writing Studies

The Reading Club is an online venue for simultaneous, collaborative reading and writing, both of which occur within a precisely defined framework: «reariters» are invited to read a given text and to rewrite it within a set number of characters. The public also gets involved, reading and commenting in a chat field. Performances have been held in various languages (sometimes simultaneously), including the language of code.


Machine Co-Authorship(S) Via Translative Creative Writing, Aaron Tucker Sep 2019

Machine Co-Authorship(S) Via Translative Creative Writing, Aaron Tucker

Journal of Creative Writing Studies

This paper argues that machine translation and a symbiotic ecosystem of authorship are central to the poetic works of Aaron Tucker and reveal larger ethical paths for machine-human relationships. In particular, the elements of chance alongside the intersemiotic translative acts that are the nature of human-computer relationships give space to a potential futurity that challenges a human-centric understanding of “reading” and “writing” and generates a type of literature that encourages a reader to better understand their own interactions within their daily digital environments.


The Many Authors Of The Several Houses Of Brian, Spencer, Liam, Victoria, Brayden, Vincent, And Alex: Authorship, Agency, And Appropriation, Zach Whalen Sep 2019

The Many Authors Of The Several Houses Of Brian, Spencer, Liam, Victoria, Brayden, Vincent, And Alex: Authorship, Agency, And Appropriation, Zach Whalen

Journal of Creative Writing Studies

The Several Houses of Brian, Spencer, Liam, Victoria, Brayden, Vincent, and Alex is a computer-generated children’s book of 53,651 words and 350 unique illustrations arranged over 800 pages. The text is a cumulative poem in the style of the nursery rhyme “This is the House that Jack Built,” but with a house for each of the eponymous seven individuals, and with each of their houses containing many more types of things. These houses, these things, and these words were chosen by a Python script that I wrote, and the resulting novel--which can be viewed on my Github ...


Atari, Creative Making & Zombie Computers: Robbo. Solucja., Piotr Marecki Sep 2019

Atari, Creative Making & Zombie Computers: Robbo. Solucja., Piotr Marecki

Journal of Creative Writing Studies

In 1989, Janusz Pelc wrote the game Robbo on an 8-bit Atari, one of the first personal computers, which enjoyed a cult-like status in Poland before the fall of the Berlin Wall in 1989. Robbo, a small robot, collects screws and has to get through 56 planets. The game has achieved cult status, spawning hundreds of remixes and modifications. Beginning in the 1980s, fans (once mainly young boys, today adult men) played this game, collecting screws and running away from enemies such as bats, flying eyes, devils etc., while drinking beer, smoking cigarettes, eating crisps and telling jokes. One of ...


Digital Participatory Poetics And Civic Engagement In The Creative Writing Classroom, Liza D. Flum, Emily Oliver Sep 2019

Digital Participatory Poetics And Civic Engagement In The Creative Writing Classroom, Liza D. Flum, Emily Oliver

Journal of Creative Writing Studies

This article explores the ways a team-taught course, “Public Poetry in a Digital World,” supported community-building through participatory action and digital creative making. Using digital texts responding to current events, this course fostered students’ civic imagination and invited them to make connections among their own lives, their communities and poetic civic media. This class facilitated critical community engagement through digital pedagogy and final projects in which students performed public scholarship. Ultimately, this course serves as a case study of how teaching born-digital texts with digital tools can expand the capacity of the creative writing classroom.


Toward Disruptive Creation In Digital Literature Instruction, Michael D. Clark Sep 2019

Toward Disruptive Creation In Digital Literature Instruction, Michael D. Clark

Journal of Creative Writing Studies

Given the multimodal and collaborative nature of digital literature along with the ways it often embodies the theories informing its artistic production, approaches to exploring both the creation and study of the form must abandon legacy pedagogies in favor of disruptive, student-driven course experiences. This work must further include explorations of digital culture, means of production, multimodal literacies, and connections with various definitions of literature ranging from print to auditory to visual forms. To accomplish this, instructors must move from more traditional hierarchical roles to those of facilitator and participant, committing consistently to returning decision-making work to the students.


Creative Writing Across Mediums And Modes: A Pedagogical Model, Saul B. Lemerond Phd Sep 2019

Creative Writing Across Mediums And Modes: A Pedagogical Model, Saul B. Lemerond Phd

Journal of Creative Writing Studies

This is a creative practice (pedagogy) paper outlining the current formulation of my multimodal introduction to creative writing course. In this paper, I describe the course in detail, address the tensions, tradeoffs, and workarounds inherent in abandoning the traditional workshop model, describe instances of student engagement and success to illuminate this process, and endeavor to explain why high amounts of engagement and enthusiasm I get from my students concerning the content of my course is justified. My multimodal course is a generative course where my students are required to produce work in different creative modes on a near weekly basis ...


Introduction: What Is “Creative Making As Creative Writing”?, Kathi Berens Sep 2019

Introduction: What Is “Creative Making As Creative Writing”?, Kathi Berens

Journal of Creative Writing Studies

This special issue of the Journal of Creative Writing Studies centers on how creative writing changes when writers actively engage computers as nonhuman collaborators in “creative making.” Using examples from McGurl’s The Program Era, Emily Dickinson, and the crowdsourced “translation” of Melville’s classic into Emoji Dick, Berens suggests that creative writing methods have long been procedural and technologic.

There are many forms of creative making. This special issue features creative writers that

  • Write code to output novels
  • Redefine how we think of writing’s “container”
  • Demonstrate aspects of the digital-first, multimodal writing classroom
  • Modify or remix existing artworks ...


Serious Interactive Fiction: Constraints, Interfaces, And Creative Writing Pedagogy, Robert Terry, Lisa Dusenberry May 2019

Serious Interactive Fiction: Constraints, Interfaces, And Creative Writing Pedagogy, Robert Terry, Lisa Dusenberry

Journal of Creative Writing Studies

To better understand how serious interactive fiction (IF) fits into creative writing pedagogy, we first consider how interface offers both affordances and constraints to the writer. Second, we discuss the ways teaching serious IF foregrounds the benefit of digital tools for creative writing. Third, we examine the interrelationship among research, interface, and procedural rhetoric. Fourth, we present findings from our research study by summarizing and discussing examples from roundtable feedback. We focus on students’ perception of serious IF’s affordances, concluding with how serious IF provides productive constraints for creative writing practice.


Before The First Draft: Cultivating Inspiration And Creative Insight In The Classroom, Brandi Reissenweber Apr 2019

Before The First Draft: Cultivating Inspiration And Creative Insight In The Classroom, Brandi Reissenweber

Journal of Creative Writing Studies

Creative writing courses often overlook the work that takes place before any writing occurs. Indeed, this creative thinking is elusive and not entirely understood. Still, it is essential, and more time spent attending to it helps students navigate a broader base of the creative process. This essay details relevant findings from neuroscience to lay the groundwork for this approach, describes some of the techniques used in the classroom to shift focus to the early stages of the creative process, and shares preliminary findings from a research study regarding this approach.


More Than Skin-Deep: Reading Past Whiteness In Hemingway’S “Hills Like White Elephants”, Laura Valeri Oct 2018

More Than Skin-Deep: Reading Past Whiteness In Hemingway’S “Hills Like White Elephants”, Laura Valeri

Journal of Creative Writing Studies

The author argues a much neglected element in the seminal Hemingway's story "Hills Like White Elephant." Reading the story by taking into context a subtext of racial bias lends new interpretation to the story.


A Humanized View Of Second Language Learning Through Creative Writing: A Korean Graduate Student In The United States, Kyung Min Kim Oct 2018

A Humanized View Of Second Language Learning Through Creative Writing: A Korean Graduate Student In The United States, Kyung Min Kim

Journal of Creative Writing Studies

This case study traces the journey of a Korean graduate student’s English learning experience, drawing on autobiographical poetry, self-narrative, and interviews. Through a series of snapshot recollections, it illustrates the participant’s evolving subject position with English over the years from his childhood to graduate school. The article concludes that language learning is a transformative experience of constructing translingual identities which entails a wide spectrum of emotion, desire, and dedication: desire to understand the world; to be included in the world; to empower oneself as a user.


In The Group Home: Disenfranchised Youth And The Creative Writing Workshop As Intervention, Alyse Bensel Jun 2018

In The Group Home: Disenfranchised Youth And The Creative Writing Workshop As Intervention, Alyse Bensel

Journal of Creative Writing Studies

Nationwide, creative writing outreach programs serve marginalized groups in the community, empowering participants to regain a sense of control through non-verbal creative outlets. In striving to maintain the humanity and dignity of participants, pedagogies for underserved groups call for workshop facilitators to accompany rather than instruct. Using the group home adolescent population as an example, this article advocates for future alliances between the academy and the community to serve local at-risk populations. This collaboration will foster interdisciplinary cooperation and develop service learning coursework opportunities for positive social change.


“That’S My Boy”: Challenging The Myth Of Literary Mentorship As In Loco Patris, Neil Surkan, Robert Mcgill Jun 2018

“That’S My Boy”: Challenging The Myth Of Literary Mentorship As In Loco Patris, Neil Surkan, Robert Mcgill

Journal of Creative Writing Studies

Literary mentors have long been mythologized as serving in loco patris: i.e., in the place of their mentees’ fathers. Focusing on depictions of such mentorship in Tom Grimes’s Mentor (2010), the anthology A Manner of Being (2015), and Debra Weinstein's Apprentice to the Flower Poet Z. (2004), we observe that these depictions repeatedly cast mentorship as dyadic, hierarchical, and homosocial. We argue that such depictions rehearse patriarchal norms with respect to literature, gender, and parenthood while fostering fraught psychological dynamics. Consequently, we identify a need for greater self-reflexivity about mentoring relations and a greater focus on alternative ...


Transatlantic Détournement? An Institutional Perspective On François Bon’S Reception Of Kenneth Goldsmith’S Uncreative Writing, Gert-Jan Meyntjens Jun 2018

Transatlantic Détournement? An Institutional Perspective On François Bon’S Reception Of Kenneth Goldsmith’S Uncreative Writing, Gert-Jan Meyntjens

Journal of Creative Writing Studies

This article investigates the ambivalent reception of Kenneth Goldsmith’s Uncreative Writing by the French author and writing workshop facilitator François Bon. Although admiring Goldsmith’s radical poetics, Bon hesitates when it comes to integrating digitally-driven uncreative writing methods in his own workshop. In one entry on his personal website, Bon proposes a détournement of Goldsmith’s experimental practices in the form of a return to the novel. To account for this ambivalence on the part of Bon, this article takes the contexts of American creative writing and the French atelier d’écriture into account. It argues that the novelty ...


Editor’S Note, Trent Hergenrader Jun 2018

Editor’S Note, Trent Hergenrader

Journal of Creative Writing Studies

One of the primary goals of the field of creative writing studies is to examine creative writing lore. Lore is anecdotal knowledge, often passed down through generations as informal advice and traditional knowledge that is often framed as appealing to our common sense. Lore is not necessarily wrong or bad; indeed, it usually has more than a grain of truth to it, which is why it survives and continues to be shared, like a folk remedy for the common cold.


Place-Based Pedagogy And The Creative Writing Classroom, Jennifer Case Mar 2018

Place-Based Pedagogy And The Creative Writing Classroom, Jennifer Case

Journal of Creative Writing Studies

Although compositionists have long appropriated and discussed place-based pedagogy’s ability to encourage environmental awareness and engage community issues, creative writing as a discipline has largely ignored place-based philosophies and environmental education. In fact, creative writing pedagogy often undermines place-based pedagogy by encouraging students to “write what they know” while simultaneously encouraging work with national rather than regional appeal. This article takes the first major step toward addressing this oversight by exploring the field’s assumptions about “place,” how these assumptions are influencing our classrooms, and how place-based composition and pedagogy could—and should—challenge and expand the ways we ...


On Cliché: Expression, Cognition And Understanding, Craig Jordan-Baker Nov 2017

On Cliché: Expression, Cognition And Understanding, Craig Jordan-Baker

Journal of Creative Writing Studies

Abstract: This paper argues that cliché is not simply a problem of language and expression, but rather a cognitive problem or one of understanding. It locates several distinctive features of cliché, namely their characteristic superficiality (low informational content) and the typically low cognitive effort they require to understand. It then argues for a distinction between ‘external’ and ‘internal’ clichés, where the former are the well-known phrases commonly recognised as clichés, but the latter are not recognised as clichés but nevertheless function as clichés within a specific literary work.


Towards A Tension-Based Definition Of Digital Literature, Serge Bouchardon Feb 2017

Towards A Tension-Based Definition Of Digital Literature, Serge Bouchardon

Journal of Creative Writing Studies

Digital literature is based on tensions between the story content and the medium through which it's authored and accessed. The word tension does not necessarily mean conflict. Instead, it's a creative tension between the story and how the reader "plays" or interacts with the story. This essay focuses on one example that is a borderline case in order to identify some of the tensions which underlie and fertilize digital literature:
--Tension on the media: between digital literature and digitized literature, but also between contextual installation or performance and transmissible or online available object;
--Tension on the semiotic forms ...


Schemes And Sense: Teaching Creative Writing With Design In Mind, Ben Gunsberg Dec 2016

Schemes And Sense: Teaching Creative Writing With Design In Mind, Ben Gunsberg

Journal of Creative Writing Studies

This essay proposes a theoretical conception of design particularly suited for the creative writing classroom and suggests teaching strategies that enhance what I refer to as students’ design sense. Drawing upon the work of Francis Christensen, I highlight instructional approaches that reposition and reformat texts on the page such that the functional relationships between sentence elements are made more concrete and thus more comprehensible to students. I argue that by helping students see the subtle part-to-part and part-to-whole dynamics within sentences, creative writing teachers inspire students to move beyond their usual stylistic and syntactical tendencies.


What’S Creative About Creative Writing? Critical Pedagogy And Transversal Creativity, Erick Piller Dec 2016

What’S Creative About Creative Writing? Critical Pedagogy And Transversal Creativity, Erick Piller

Journal of Creative Writing Studies

As creative writing studies emerges as a field, scholars should interrogate the meanings and possibilities of creativity in the educational contexts of creative writing. This article draws from the ideas of Gilles Deleuze and Félix Guattari to propose the concept of transversal creativity, which emphasizes agency and self-invention through a realized meshing of discourses and identities—ways of speaking, writing, thinking, and being that cut across and run between established discourses and subject positions. Conceived in this light, creativity can bring critical pedagogy into the creative writing course.


Minding The Pedagogical Gap: Creative Writing Studies, Common Core Standards, And The Secondary Creative Writing Moment, Chris Drew Dec 2016

Minding The Pedagogical Gap: Creative Writing Studies, Common Core Standards, And The Secondary Creative Writing Moment, Chris Drew

Journal of Creative Writing Studies

Although the Common Core Standards in English/Language Arts seem to exclude creative writing activities and lessons from secondary classrooms in favor of literary analysis and composition, current creative writing pedagogy demonstrates that such a reading of the standards is shortsighted and incorrect. By analyzing thematically-grouped standards and citing relevant creative writing pedagogues, this article argues that a majority of Common Core ELA Standards can be met by utilizing creative writing activities in the secondary classroom and that a critical moment has been reached for creative writing scholars to ensure their discipline is represented in secondary English curricula and training.


Measuring Writing Engagement And Emotional Tone In L2 Creative Writing: Implications For Interdisciplinarity, Justin Nicholes 5361162 Dec 2016

Measuring Writing Engagement And Emotional Tone In L2 Creative Writing: Implications For Interdisciplinarity, Justin Nicholes 5361162

Journal of Creative Writing Studies

In response to calls for systematic exploration of the creative writing field, this study employed a quantitative design to address two research questions: Do second language (L2) writers who enjoy creative writing in English feel different levels of narrative-writing engagement between autobiographical and critical consciousness-raising creative writing? and Does autobiographical creative writing evoke a different emotional tone from critical consciousness-raising creative writing? Statistical and computational-linguistic analysis of short story and survey data of 30 multilingual creative writers at one U.S. public university answered each question. The data presented show narrative-writing engagement for autobiographical creative writing (M = 5.35, SD ...


The Terrain Of Prewriting, Alexandria Peary Aug 2016

The Terrain Of Prewriting, Alexandria Peary

Journal of Creative Writing Studies

In this article, I make a case for increased instruction in prewriting and specifically the preverbal as a more effective instruction in the process of creative writing than afforded by mainly exercise- or workshop-based teaching. Prewriting is the moment in which the writer faces the preverbal in order to begin writing: it is an expansive mindset containing few preconceptions about style, content, or genre. To successfully engage the preverbal, creative writing students work at a distance from audience expectations through activities which are low-stakes, informal, and occasionally private. The article describes four invention heuristics which foster the preverbal: freewriting, Peter ...