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ERIC Number: EJ1109345
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1358-684X
EISSN: N/A
Creative Social Commentary in the Composition Classroom
Snider, Zachary
Changing English: Studies in Culture and Education, v20 n1 p87-97 2013
The use of Creative Writing methodologies and techniques in university Composition classes has recently become an element of contention, namely questioning whether or not creativity for composition and rhetoric curriculum is detrimental or productive for student learning. This essay discusses the beneficial aspects of using Creative Writing form, style and authorial first-person point-of-view within the Composition classroom to encourage student learning and progress. Specific paper assignment descriptions and examples are detailed, as are the learning outcome benefits for these assignments, which explain how and why Creative Writing is advantageous for Millennial generation students. The author of this essay has written in the first-person to analyse what ethical considerations must be taken into account when teaching "honest writing" and how properly to teach rhetorical discourse within a Creative Writing-influenced classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A