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Pedagogy

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Full-Text Articles in Creative Writing

The Moon Is Especially Full: Notes On Poetry, Teaching, Tests, And [Autistic] Intelligence, Chris Martin Dec 2019

The Moon Is Especially Full: Notes On Poetry, Teaching, Tests, And [Autistic] Intelligence, Chris Martin

Ought: The Journal of Autistic Culture

This essay explores the ways in which poetry can help autistic students utilize creative expression and develop tools for self-advocacy.


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.


Friends Or Foes? Composition And Creative Writing, Christopher N. Davis May 2019

Friends Or Foes? Composition And Creative Writing, Christopher N. Davis

All Graduate Plan B and other Reports

In the current realm of collegiate English, there exists a polarized separation between two fields: composition and creative writing. Though there are a number of ways these two fields intersect, they are seen and taught as distinct entities, and have been so for much of the last three decades. Some scholars see the blending of the two fields as potentially hindering to students’ writing development in either field – the idea that attempting to do two things at once, rather than focusing on each one at a time, will inevitably result in less-effectiveness in both. Others see creative writing as having ...


Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict Feb 2019

Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict

Journal of Inquiry and Action in Education

This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and ...


Teaching Information Literacy And Writing Studies: Volume 2, Upper-Level And Graduate Courses, Grace Veach Jan 2019

Teaching Information Literacy And Writing Studies: Volume 2, Upper-Level And Graduate Courses, Grace Veach

Purdue University Press Book Previews

This volume, edited by Grace Veach, explores leading approaches to teaching information literacy and writing studies in upper-level and graduate courses. Contributors describe cross-disciplinary and collaborative efforts underway across higher education, during a time when "fact" or "truth" is less important than fitting a predetermined message. Topics include: working with varied student populations, teaching information literacy and writing in upper-level general education and disciplinary courses, specialized approaches for graduate courses, and preparing graduate assistants to teach information literacy.


From Pound To Olson: The Avant-Garde Poet As Pedagogue, Alan Golding Nov 2018

From Pound To Olson: The Avant-Garde Poet As Pedagogue, Alan Golding

Alan Golding

Ezra Pound’s sense of himself as poet-pedagogue—including his insistent desire to reform American higher education—is inseparable from his literary avant-gardism and his commitment to the principle of “discovery” or “newness.” This connection between experimental poetics and pedagogy forms a central part both of Pound’s significance as a writer and of his influence on a later avant-gardist and didact like Charles Olson, and anticipates the complexities of the subsequent relationship between American poetic avant-gardes and the academy. Olson was both a teacher at and rector of Black Mountain College, and in an unlikely conjunction, the forms of ...


Radical Digital Media Literacy In A Post-Truth Anti-Trump Era, Alexandra Juhasz Oct 2018

Radical Digital Media Literacy In A Post-Truth Anti-Trump Era, Alexandra Juhasz

Publications and Research

An article about Fake News Poetry workshops as radical digital media literacy given the truth of fake news.


A Matter Of Value: Creative Writing Strategies And Their Transference To Composition, Brandy Dawn Clark May 2018

A Matter Of Value: Creative Writing Strategies And Their Transference To Composition, Brandy Dawn Clark

MSU Graduate Theses

Creative writing and composition seem to be taken, at least in the academic world, as separate and unequal entities. While there are many questions in the research and answers in the research as to why creativity is important, its practical application in the composition classroom is not readily discussed because there is not unanimous agreement as to if creative writing even belongs in the composition classroom. Practical application of creative writing in the composition classroom gives teachers the opportunity to see why it is important, to see why it is valuable, and to incorporate it into already meticulous class standards ...


Form Follows Function, Lyn Baldwin Feb 2018

Form Follows Function, Lyn Baldwin

The Goose

Natural history. Teaching. Writing. All have form, all have function. But just as no architecture is risk-free, no architecture is neutral. In this personal essay, I explore the surprising connections that develop when university students engage with natural history as way of knowing the ground underfoot.


Using Freewriting In Public Speaking Courses To Remedy Student Apathy: An Unconventional Solution To A Common Problem, Flora Keshishian Jan 2018

Using Freewriting In Public Speaking Courses To Remedy Student Apathy: An Unconventional Solution To A Common Problem, Flora Keshishian

Journal of Communication Pedagogy

Student apathy—a lack of motivation or mental presence in the classroom—is common in many academic institutions and courses of study. In Public Speaking courses, speech anxiety can be a factor that contributes to student apathy. To solve this problem, I suggest implementing an unconventional approach—in-class unguided longhand freewriting—that requires students to write nonstop about anything that comes to mind, without censoring or editing, during the first five minutes of each class session. I base this recommendation on my own observations of the students’ body language during the freewriting period, as well as my qualitative analysis of ...


Writing Gets Personal: Listening At The Intersections Of Creative Writing And Writing Tutoring, Zoe Nicole Mcdonald Jan 2018

Writing Gets Personal: Listening At The Intersections Of Creative Writing And Writing Tutoring, Zoe Nicole Mcdonald

Graduate College Dissertations and Theses

In this thesis, I investigate the extent to which creative writing impacts the ways writing tutors work with student writers on their academic writing. In doing so, I interview five writing tutors with creative writing experiences for their personal definitions of creative writing, and the extent to which drawing on, or ignoring, creative writing impacts their writing tutoring.

Through combining the interviews with reflections into my writer identities, I find creative writing focuses on self-expression and narrative features which strengthen disciplinarity and conventions. Additionally, focusing on creative writing’s influence in the writing center allows tutors to engage as fellow ...


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.


Teaching Chinese-Language Creative Writing In Hong Kong: Three Case Studies, James Shea Oct 2017

Teaching Chinese-Language Creative Writing In Hong Kong: Three Case Studies, James Shea

HKBU Staff Publication

With attention to the growing prominence of ‘cultural and creative industries’ and the rise of liberal arts education in Hong Kong, this paper presents three case studies of instructors who teach undergraduate Chinese-language creative writing in Hong Kong’s tertiary institutions. The article begins with a brief overview of Chinese-language creative writing programmes and posits three conceptual models of the writing workshop: a site of apprenticeship to foster self-expression, a setting for skills training, and a space for social critique. Given the limited research on Chinese-language creative writing in Hong Kong, the paper documents the experiences of three prominent instructors ...


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.


Lingua Di Carta, Lingua Di Carne: A Translated Interview With Amara Lakhous, Amara Lakhous, Simone Puleo, Fabiana Viglione Sep 2016

Lingua Di Carta, Lingua Di Carne: A Translated Interview With Amara Lakhous, Amara Lakhous, Simone Puleo, Fabiana Viglione

The Quiet Corner Interdisciplinary Journal

Novelist and professor Amara Lakhous lives in the United States, where he has begun his third life—a new phase after his Algerian beginnings and subsequent Italian “adoption,” as he says. After having completed a degree in philosophy from the University of Algiers, Lakhous immigrated to Italy as a political refugee. In Italy, Lakhous would earn a doctorate in anthropology from La Sapienza, Rome. These days, Amara Lakhous lives in New York City and has been a visiting professor at the University of Connecticut. He is often invited by prestigious universities in the United States to discuss social and political ...


Imaginary Subjects: Fiction-Writing Instruction In America, 1826 - 1897, Paul Collins Feb 2016

Imaginary Subjects: Fiction-Writing Instruction In America, 1826 - 1897, Paul Collins

All Dissertations, Theses, and Capstone Projects

Imaginary Subjects: Fiction Writing Instruction in America, 1826-1897 is a study of the confluence of commercial, educational, and aesthetic developments behind the rise of instruction in fiction-writing. Part I ("The Predicament of Fiction-Writing") traces fiction-writing instruction from its absence in Enlightenment-era rhetoric textbooks to its modest beginnings in magazine essays by Poe and Marryat, and in mid-century advice literature. Part II ("Fiction-Writing in the Classroom") notes the rise of fiction exercise from early Romantic-era primers upwards into mid-centuryhigh-school level textbooks, and from there into Harvard composition exercises; this coincided with an increasing emphasis by author advocacy groups on writing as ...


The Trials Of A New Teacher, Diego A. Rocha Oct 2015

The Trials Of A New Teacher, Diego A. Rocha

Student Publications

Tim, a new teacher, faces challenges as he works towards changing the environment in a high school music program.


Pim Pedagogy: Toward A Loosely Unified Model For Teaching And Studying Comics And Graphic Novels, James B. Carter Sep 2015

Pim Pedagogy: Toward A Loosely Unified Model For Teaching And Studying Comics And Graphic Novels, James B. Carter

SANE journal: Sequential Art Narrative in Education

The article debuts and explains "PIM" pedagogy, a construct for teaching comics at the secondary- and post-secondary levels and for deep reading/studying comics. The PIM model for considering comics is actually based in major precepts of education studies, namely constructivist foundations of learning, and loosely unifies constructs inherent therein with other available frames and frameworks for studying comics. As such, the article fills a dire need in the scholarly literature on comics pedagogy and paves a way for those who seek to teach comics courses in the future but who need direction and for those who seek to study ...


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 ...


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.


From Pound To Olson: The Avant-Garde Poet As Pedagogue, Alan Golding Oct 2010

From Pound To Olson: The Avant-Garde Poet As Pedagogue, Alan Golding

Faculty Scholarship

Ezra Pound’s sense of himself as poet-pedagogue—including his insistent desire to reform American higher education—is inseparable from his literary avant-gardism and his commitment to the principle of “discovery” or “newness.” This connection between experimental poetics and pedagogy forms a central part both of Pound’s significance as a writer and of his influence on a later avant-gardist and didact like Charles Olson, and anticipates the complexities of the subsequent relationship between American poetic avant-gardes and the academy. Olson was both a teacher at and rector of Black Mountain College, and in an unlikely conjunction, the forms of ...


Journal Of Pedagogy, Pluralism And Practice, Volume 1, Issue 1, Spring 1997 (Full Issue), Journal Staff Jan 1997

Journal Of Pedagogy, Pluralism And Practice, Volume 1, Issue 1, Spring 1997 (Full Issue), Journal Staff

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.


Journal Of Pedagogy, Pluralism And Practice, Volume 1, Issue 2, Fall 1997 (Full Issue), Journal Staff Jan 1997

Journal Of Pedagogy, Pluralism And Practice, Volume 1, Issue 2, Fall 1997 (Full Issue), Journal Staff

Journal of Pedagogy, Pluralism, and Practice

This issue of the Journal of Pedagogy, Pluralism and Practice is dedicated to the memory of Paulo Freire who died on May 2, 1997 at the age of 75. Paulo Freire is the author of Pedagogy of the Oppressed, The Politics of Education, Pedagogy of the City, Pedagogy of Hope and many other books that have created a radical discourse on liberatory education and have influenced teachers, theorists and cultural workers throughout the world. His last book, Pedagogia da Autonomia: Saberes necessários à prática educativa, is not yet translated in English, but is expected soon, possibly entitled Pedagogy of Freedom ...