Creative Writing Across the Curriculum : Meaningful Literacy for College Writers Across Disciplines, Languages, and Identities

• Autore: Nicholes Justin
• Pubblicazione: Amsterdam/Philadelphia : , : John Benjamins Publishing Company, , 2022; ©2022
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (245 pages)
• Disciplina: 808/.0420711
• Soggetto topico: Creative writing (Higher education)
• Nota di contenuto: 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.
• Sommario/riassunto: 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.
• Titolo autorizzato: Creative Writing Across the Curriculum
• ISBN: 9789027254900; 9789027212887
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910915705303321
• Lo trovi qui: Univ. Federico II
• Serie: Linguistic Approaches to Literature