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ERIC Number: ED553250
Record Type: Non-Journal
Publication Date: 2013
Pages: 278
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-4467-0
Literary Know-How: Restructuring Creative Writing and Literary Studies
Casey-Williams, Jonas
ProQuest LLC, Ph.D. Dissertation, State University of New York at Albany
The emerging field of creative writing studies has provided new conceptions of creative writing's role within the English discipline. These conceptions focus on the relation of creative writing to composition studies, and there remains a need to reconsider creative writing's relation to literary studies. "Reading for pedagogy"--the analysis of literary texts and contexts for the purpose of generating possibilities for creative writing pedagogy-should replace "reading as a writer" as the critical-interpretive practice of creative writing. Variety in pedagogy is conducive to variety in students' writing processes, which should be diverse so that students can extend their literary know-how. "Know-how" is knowledge inherent to process, enacted and not always available for abstract comprehension. Through reading for pedagogy, which takes the form of critical analyses of literature, creative writing can reconnect with contemporary literary studies, contributing to a more cohesive English discipline. Within that discipline, creative writing is uniquely well suited as a site for students' learning of know-how because there are ever more ways to understand what "literature" can mean and do. Know-how is important both as an end in itself and as a means to furthering know-that. Literary know-how should replace "craft" as the basis of a restructured creative writing discipline. Chapters One through Three analyze sites of education in literary writing: the Iowa Writers' Workshop, Black Mountain College, and Gordon Lish's writing classes. Chapter One derives the concept of know-how from the archive of conventional American creative writing, and subsequent chapters reconsider the concept through alternative pedagogical contexts. All three chapters examine how the educational spaces they respectively analyze shape students' processes of writing and practices of know-how. The conclusion argues for the relevance of creative writing to composition courses and curricula. It examines the relation between these two fields, distinguishing them according to expectations for student texts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa