00738nam0-2200265 --450 991090359910332120241118123224.020241118d--------kmuy0itay5050 baitaITy 001yyDel trattamento delle coltivazionicerealiDe Cillis Emanuele[S l.][s n.][s.d.]280 carte31 cmCopia a ciclostileCereali641.33123itaDe Cillis,Emanuele6180ITUNINAREICATUNIMARCBK9910903599103321A AGR 183114602/2024FAGBCFAGBCDel trattamento delle coltivazioni4288832UNINA06398nam 22004573 450 991091570530332120231110225653.09789027254900(electronic bk.)9789027212887(MiAaPQ)EBC30180233(Au-PeEL)EBL30180233(CKB)25115916000041(EXLCZ)992511591600004120221015d2022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierCreative Writing Across the Curriculum Meaningful Literacy for College Writers Across Disciplines, Languages, and Identities1st ed.Amsterdam/Philadelphia :John Benjamins Publishing Company,2022.©2022.1 online resource (245 pages)Linguistic Approaches to Literature ;v.40Print version: Nicholes, Justin Creative Writing Across the Curriculum Amsterdam/Philadelphia : John Benjamins Publishing Company,c2022 9789027212887 Intro -- Creative Writing Across the Curriculum -- Editorial page -- Title page -- Copyright page -- Dedication page -- Table of contents -- Acknowledgments -- Foreword -- Chapter 1. Introduction to Creative Writing Across the Curriculum (CWAC) -- 1.1 Introduction -- 1.2 Creativity -- 1.3 Creative writing -- 1.3.1 The forms of creative writing -- 1.3.2 Poetry -- 1.3.3 Fiction -- 1.3.4 Creative nonfiction -- 1.3.5 Creative writing around the world -- 1.4 Creative Writing Across the Curriculum (CWAC), applied literariness, and meaningful literacy -- 1.5 The design of this book -- Chapter 2. CWAC: A systematic review -- 2.1 Introduction -- 2.1.1 Empirical studies on creative writing: A review -- 2.2 Methods -- 2.2.1 Data-analysis procedures -- 2.3 Results -- 2.3.1 Meaningful literacy -- 2.3.2 Content learning -- 2.3.3 Self-learning -- 2.4 Discussion -- 2.4.1 Limitations -- 2.5 Where does CWAC go from here? -- Chapter 3. Across disciplines: Science fiction prototyping and science majors -- 3.1 Introduction -- 3.1.1 Science communication, science curricula, and creativity -- 3.1.2 Creative and science writing -- 3.1.3 Science identity -- 3.1.4 Science Fiction (SF) and Science Fiction Prototyping (SFP) -- 3.1.5 The present study -- 3.2 Methods -- 3.2.1 Participants -- 3.2.2 Design -- 3.3 Results -- 3.3.1 Textual features -- 3.3.2 Analytical thinking processes -- 3.3.3 Thematic features -- 3.3.4 How Science Majors Evaluate Science Fiction Prototyping -- 3.4 Discussion -- Chapter 4. Across languages: Creative writing for multilingual authors -- 4.1 Introduction -- 4.1.1 Multilingual writers using English as an additional language -- 4.1.2 Creative writing in the Devil's Tongue -- 4.1.3 Voice -- 4.1.4 Identity -- 4.1.5 The present study -- 4.2 Methods -- 4.2.1 Participants -- 4.2.2 Design -- 4.3 Results -- 4.3.1 Lin Koshi's creative writing.4.3.2 Na Aiguo's creative writing -- 4.3.3 Linguistic description -- 4.4 Discussion -- Chapter 5. Academic identity and life stories -- 5.1 Introduction -- 5.1.1 Creative nonfiction -- 5.1.2 Literacy narratives as (Creative) nonfiction -- 5.1.3 Creative nonfiction, literacy narratives, and academic identity -- 5.1.4 Measuring voice and identity performance -- 5.1.5 The present study -- 5.2 Methods -- 5.2.1 Participants -- 5.2.2 Design -- 5.3 Results -- 5.3.1 Textual features -- 5.3.2 Associations among linguistic variables -- 5.3.3 Thematic features -- 5.4 Discussion -- Chapter 6. Academic identity and poetic autoethnographies -- 6.1 Introduction -- 6.1.1 Poetic autoethnography -- 6.1.2 Stancetaking and identity -- 6.1.3 Research writing pedagogy -- 6.1.4 Research on autoethnographies -- 6.2 Methods -- 6.2.1 Participants -- 6.2.2 Design -- 6.3 Results -- 6.3.1 Textual features -- 6.3.2 Analytical thinking processes -- 6.3.3 Thematic features -- 6.3.4 How students evaluate poetic autoethnographies -- 6.4 Discussion -- Chapter 7. Assessment and (Creative) life writing -- 7.1 Introduction -- 7.1.1 Assessment, writing, and college-student persistence -- 7.2 Methods -- 7.2.1 Procedures -- 7.3 Results -- 7.3.1 Perceptions of becoming and persisting in chemistry -- 7.3.2 Identity performance in academic life stories -- 7.4 Cohesion in academic life stories -- 7.4.1 Character as adequate causality -- 7.4.2 Character foils -- 7.4.3 Adequate causality -- 7.5 Discussion -- Chapter 8. Pedagogical implications: Creating worlds and identities -- 8.1 Introduction -- 8.2 Preliminary considerations: Student investment and delivery method -- 8.2.1 Student investment -- 8.2.2 Methods of delivery -- 8.3 Focus -- 8.3.1 The creative writing process -- 8.3.2 Writing about the self -- 8.3.3 Writing about others -- 8.3.4 Writing about course content.8.3.5 Writing about negative emotions or trauma -- 8.4 Ends: Thought processes -- 8.4.1 Analytical ends -- 8.4.2 Dynamic ends -- 8.5 Genre -- 8.5.1 Poetry -- 8.5.2 Fiction -- 8.5.3 Creative nonfiction -- 8.6 Final considerations: Experimenting with CWAC -- Chapter 9. Empirical directions: Making it meaningful -- 9.1 Introduction -- 9.2 Limitations of earlier studies -- 9.2.1 Study design -- 9.2.2 Data collection -- 9.2.3 Data analysis -- 9.2.4 Study results -- 9.3 Future directions -- 9.4 Making it meaningful -- 9.4.1 CWAC as positive (Mostly) -- 9.4.2 Voice -- 9.4.3 Identity -- 9.4.4 Trauma and grief -- 9.4.5 Ownership -- 9.4.6 Community -- 9.4.7 Empathy -- 9.5 Concluding remarks -- Chapter 10. Conclusion -- References -- Appendices -- Appendix A Codebook meaningful literacy aspects -- Appendix B Codebook for content learning related to creative writing -- Appendix C Codebook for self-learning related to creative writing -- Index.Situated among fields (applied linguistics, creative writing studies, writing studies), this book empirically explores the language of writers in contexts of learning externalized in literary genres.Linguistic Approaches to Literature Creative writing (Higher education)Creative writing (Higher education)808/.0420711Nicholes Justin1779005MiAaPQMiAaPQMiAaPQ9910915705303321Creative Writing Across the Curriculum4302255UNINA