ERIC Number: ED489859
Record Type: Non-Journal
Publication Date: 2005-Nov-15
Power and Identity in the Creative Writing Classroom
Leahy, Anna, Ed.
This book remaps theories and practices for teaching creative writing at university and college level. This collection critiques well-established approaches for teaching creative writing in all genres and builds a comprehensive and adaptable pedagogy based on issues of authority, power, and identity. A long-needed reflection, this book shapes creative writing pedagogy for the 21st century. The book is divided into four parts. The first part, Understanding the Larger Influences, contains chapters: (1) Personal Therapeutic Writing vs. Literary Writing (Nancy Kuhl); (2) Who Cares--and How: The Value and Cost of Nurturing (Anna Leahy); (3) Inspiration, Creativity, and Crisis: The Romantic Myth of the Writer Meets the Contemporary Classroom (Brent Royster); (4) Reinventing Writing Classrooms: The Combination of Creating and Composing (Evie Yoder Miller); and (5) The Double Bind and Stumbling Blocks: A Case Study as an Argument for Authority-Conscious Pedagogy (Carl Vandermeulen). The second part, The Teacher's Place, Voice, and Style, contains chapters: (6) Teaching and Evaluation: Why Bother? (Mary Cantrell); (7) Who's the Teacher?: From Student to Mentor (Audrey Petty); (8) The Pregnant Muse: Assumptions, Authority, and Accessibility (Rachel Hall); and (9) Dismantling Authority: Teaching What We Do Not Know (Katharine Haake). The third part, Course Design, contains chapters: (10) Contracts, Radical Revision, Portfolios, and the Risks of Writing (Wendy Bishop); (11) An "A" for Effort: How Grading Policies Shape Courses (Suzanne Greenberg); (12) Gender and Authorship: How Assumptions Shape Perceptions and Pedagogies (Susan Hubbard); and (13) Writing the Community: Service Learning in Creative Writing (Argie Manolis). The forth part, In the Classroom, concludes with chapters: (14) Where Do You Want Me To Sit?: Defining Authority through Metaphor (Cathy Day); (15) Duck, Duck, Turkey: Using Encouragement to Structure Workshop Assignments (Mary Swander); (16) How To Avoid Workshop Dilemmas: The Use of Myth to Teach Writerly Concepts (Amy Sage Webb); and (17) Writing in the Shadows: Topics, Models, and Audiences that Focus on Language (Sandy Feinstein). An Afterward, The Reason It Is: The Rhyme It Isn't (Graeme Harper and Stephanie Vanderslice) is included.
Descriptors: Mentors, Grading, Creative Writing, Writing Instruction, Higher Education, Teaching Methods, Power Structure, Writing Skills, Writing (Composition), Teacher Role, Gender Issues, Service Learning, Writing Workshops, Figurative Language
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Publication Type: Books; Collected Works - General; Guides - Classroom - Teacher
Education Level: Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A