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Thematische Bibliographien / Creative writing / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Creative writing“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 9. Juni 2025

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1

Jones, Stephanie. "Laying Tracks: Teaching Creative Writing, Writing Creatively." Wasafiri 31, no. 3 (July 2, 2016): 66–71. http://dx.doi.org/10.1080/02690055.2016.1184914.

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2

Guzmán Urrego, Luna, and Astrid Ramírez Valencia Ramírez Valencia. "Creative writing: Creating self-confidence." Revista Boletín Redipe 10, no. 13 (April 7, 2022): 112–19. http://dx.doi.org/10.36260/rbr.v10i13.1732.

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Developing teenage students’ self-confidence could be difficult. Their age, likes, beliefs, attitudes, and perceptions are constant obstacles to learning a new language, even more, if they do not feel comfortable in their classroom. This article reflects on the implementation of creative writing and how other aspects as critical thinking, development of language skills, motivation, among others, can be improved while focusing on writing in a “funny way” based on the information gathered through different researches and personal teaching experience.

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3

Guzmán Urrego, Luna, and Astrid Ramírez Valencia. "Creative writing: creating self-confidence." Revista Boletín Redipe 11, no. 1 (January 13, 2022): 344–51. http://dx.doi.org/10.36260/rbr.v11i1.1646.

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El desarrollo de la autoconfianza en estudiantes adolescentes puede resultar difícil. Su edad, gustos, creencias, actitudes y percepciones son obstáculos constantes para aprender un nuevo idioma, más aún, si no se sienten cómodos en su salón de clases. Este artículo reflexiona sobre la implementación de la escritura creativa y cómo se pueden mejorar otros aspectos como el pensamiento crítico, el desarrollo de las habilidades lingüísticas, la motivación, entre otros, mientras se enfoca en escribir de manera “divertida” tomando como base información recopilada a través de diferentes investigaciones y la experiencia personal en el ámbito de la enseñanza.

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4

Ntuli, Pitika. "Creative Writing." English Academy Review 39, no. 1 (January 2, 2022): 138–42. http://dx.doi.org/10.1080/10131752.2022.2105002.

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5

Rothstein, Linda. "Creative writing." Bulletin of the Atomic Scientists 57, no. 2 (March 1, 2001): 2. http://dx.doi.org/10.2968/057002001.

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6

Yamamoto, Traise. "Creative Writing." Frontiers: A Journal of Women Studies 21, no. 1/2 (2000): 225. http://dx.doi.org/10.2307/3347046.

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7

Harper, Graeme. "‘Creative Writing’?" New Writing 4, no. 2 (October 15, 2007): 93–96. http://dx.doi.org/10.1080/14790720708668958.

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8

MAXWELL-MAHON, W. D., and R. J. R. Masiea. "CREATIVE WRITING." South African Journal of African Languages 7, sup2 (January 1987): 176–82. http://dx.doi.org/10.1080/02572117.1987.10586740.

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9

Rothstein, Linda. "Creative writing." Bulletin of the Atomic Scientists 57, no. 2 (March 2001): 2. http://dx.doi.org/10.1080/00963402.2001.11460421.

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10

Sprengnether, Madelon, Margo Culley, Teresa Iles, and Liz Stanley. "Creative Writing." Women's Review of Books 10, no. 5 (February 1993): 13. http://dx.doi.org/10.2307/4021452.

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11

Maja‐Pearce, Adewale. "Creative writing." Wasafiri 1, no. 2 (March 1985): 26–28. http://dx.doi.org/10.1080/02690058508574084.

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12

Phillips, Mike, Kojo Laing, and Vikram Seth. "Creative writing." Wasafiri 2, no. 4 (March 1986): 24–27. http://dx.doi.org/10.1080/02690058608574117.

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13

Charles, Faustin, E. A. Markham, Jan Shinebourne, and Valerie Bloom. "Creative writing." Wasafiri 3, no. 5 (September 1986): 28–36. http://dx.doi.org/10.1080/02690058608574132.

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14

Mokoso, Ndeley, Henri Lopez, Tony Wallace, Jean Arasanayagam, David Dabydeen, Cyril Dabydeen, John Hayes, and Idi Bukar. "Creative writing." Wasafiri 3, no. 6-7 (March 1987): 30–39. http://dx.doi.org/10.1080/02690058708574151.

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15

Shinebouren, Jan, Lois‐Andrea Ferguson, Mahadai Das, Katherine Gallagher, Jean Arasanayagam, and Velma Pollard. "Creative writing." Wasafiri 4, no. 8 (March 1988): 21–30. http://dx.doi.org/10.1080/02690058808574164.

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16

D'aguiar, Fred, Ian McDonald, Stewart Brown, and Frances Hunter. "Creative writing." Wasafiri 4, no. 9 (December 1988): 22–28. http://dx.doi.org/10.1080/02690058808574177.

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17

Arasanayagam, Jaen, Atephen Gray, and Alex Padamsee. "Creative writing." Wasafiri 5, no. 10 (June 1989): 16–19. http://dx.doi.org/10.1080/02690058908574191.

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18

Jeffery, Chris, Deena Padayachee, Matthew Andrew Curr, and Darshan. "Creative Writing." English Academy Review 37, no. 1 (January 2, 2020): 70–73. http://dx.doi.org/10.1080/10131752.2020.1744838.

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19

Willings, David. "Creative Writing." Gifted Education International 5, no. 1 (September 1987): 24–28. http://dx.doi.org/10.1177/026142948700500105.

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The writer suggests that one can consider five modes of thinking; the non-creative or convergent modes which are defensive thinking and productive thinking and the creative or divergent modes which are adaptive thinking, elaborative thinking and developmental thinking. The author supports his argument with case studies of artistic, creative writing and gives details of a writing programme designed to identify these modes and consequently develop them.

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20

Hill, Crag, and Lara E. Dieckmann. "Teaching Creative Writing: Creative Writing as Formative Assessment." English Journal 109, no. 3 (January 1, 2020): 96–98. http://dx.doi.org/10.58680/ej202030473.

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21

Hill, Crag, and Jason Poudrier. "Teaching Creative Writing: Veterans, Students, and Creative Writing: Creating Cultural Cohesion in the Classroom." English Journal 109, no. 1 (September 1, 2019): 117–19. http://dx.doi.org/10.58680/ej201930288.

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22

Tsatsou-Nikolouli, Sofia. "CREATIVE INTELLIGENCE AND CREATIVE WRITING." Journal Plus Education 34, no. 2 (December 20, 2023): 26–42. http://dx.doi.org/10.24250/jpe/2/2023/stn/.

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Creative intelligence is the ability to find solutions to small or large problems and requires a kind of abstract thinking in unusual ways at an individual or group level. Through it, the individual acquires new skills and knowledge, devises solutions to problems and increases his or her imagination. Creative intelligence can be expressed and enhanced through creative writing, i.e. through writing novels, short stories, poems and other textual genres. Writers, using language, seek the most appropriate words to express their thoughts and describe all the images in their mind, while experimenting with forms and structures in order to find innovative ways to reach their readers.

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23

Zuhra, Jurayeva. "THE ROLE OF CREATIVE WRITING IN DEVELOPING ACADEMIC WRITING SKILLS." American Journal of Philological Sciences 4, no. 11 (November 1, 2024): 90–100. http://dx.doi.org/10.37547/ajps/volume04issue11-17.

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This article explores the role of creative writing in developing academic writing skills, examining how the expressive freedom of creative exercises can enhance students' ability to communicate complex ideas within structured academic frameworks. By fostering a unique voice, expanding vocabulary, and cultivating critical thinking, creative writing contributes to a balanced skill set that strengthens students' academic writing capabilities. This blend of creativity and discipline encourages students to engage more deeply with the writing process, making their academic work both compelling and accessible. The article also highlights the practical applications of this dual skill set in real-world contexts, where adaptability and clarity in communication are essential.

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24

Kalouptsi, Maria. "Creative writing in the Correctional Institution: the Greek case." Journal of Literary Education, no. 6 (December 31, 2022): 50. http://dx.doi.org/10.7203/jle.6.25543.

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Abstract Creative writing is a field that has been flourishing over the last years in Greece. Creative writing projects are being implemented in many different institutions and a continuously increasing number of partakers engage in them. A special case of such a project is the one that takes place in the 3rd Second Chance School (SCS) in the Correctional Institution of Diavata. There, in collaboration with the University of Western Macedonia in Greece which imparts a Master´s in Creative Writing program and the voluntary participation of many students of the program, creative writing activities give the chance to the inmates that involve in them, to express their thoughts and communicate their ideas to the world outside of the prison through their writings. This paper aims at presenting one of the numerous creative writing activities that were carried out during the project in the SCS of Diavata, an activity that evolved around the notion of truth.  Key words: Creative writing, Second Chance Schools, truth, correctional institution.  Resumen La escritura creativa es un campo que está floreciendo en los últimos años en Grecia. Los proyectos de escritura creativa se están implementando en varias instituciones y un número cada vez mayor de participantes se involucra en ellos. Un caso especial de tal proyecto es el que se lleva a cabo en la 3a Escuela de Segunda Oportunidad (E2O) en la Institución Correccional de Diavata. Allí, en colaboración con la Universidad de Macedonai Occidental en Grecia que imparte un programa de Maestría en Escritura Creativa y la implicación voluntaria de muchos estudiantes del programa, las actividades de escritura creativa dan la oportunidad a los reclusos que partiipan en ellas, de expresar sus pensamientos y comunicar sus ideas al mundo fuera de la prisión a través de sus escritos. Este estudio trata de presentar una de las numerosas actividades de escritura creativa que se realizaron durante el proyecto en la E2O de Diavata, una actividad que evolucionó en torno a la noción de la verdad. Palabras clave: Escritura Creativa, Escuelas de Segunda oportunidad, verdad, institución correccional.

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25

Wirtz, Jason. "Creating Possibilities: Embedding Research into Creative Writing." English Journal 95, no. 4 (March 1, 2006): 23. http://dx.doi.org/10.2307/30047083.

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26

Wirtz, Jason. "Creating Possibilities: Embedding Research into Creative Writing." English Journal 95, no. 4 (March 1, 2006): 23–27. http://dx.doi.org/10.58680/ej20064953.

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Jason Wirtz has turned his research unit into a creative writing project. While still relying on traditional methodology, including requiring students to write a “miniature research paper,” the true goal is for students to write a short story that embeds their research to enhance the narrative.

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27

Gifford, Terry. "Environmental Creative Writing." English in Education 36, no. 3 (September 2002): 37–46. http://dx.doi.org/10.1111/j.1754-8845.2002.tb00766.x.

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28

Law-Viljoen, Bronwyn. "Teaching creative writing." Scrutiny2 17, no. 2 (September 2012): 132–37. http://dx.doi.org/10.1080/18125441.2012.747769.

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29

Lum, Wing Tek, Jennifer Hayashida, and Juliana Chang. "Creative Writing: Poetry." Journal of Asian American Studies 19, no. 3 (2016): 427–28. http://dx.doi.org/10.1353/jaas.2016.0043.

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30

Lee, James Kyung-Jin, Viet Nguyen, and Gina Apostol. "Creative Writing: Prose." Journal of Asian American Studies 19, no. 3 (2016): 428–29. http://dx.doi.org/10.1353/jaas.2016.0044.

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31

Wang, Dorothy, Kazim Ali, and Cathy Linh Che. "Creative Writing: Poetry." Journal of Asian American Studies 20, no. 3 (2017): 465. http://dx.doi.org/10.1353/jaas.2017.0040.

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32

Davis, Rocio, Yoonmee Chang, and Ed Lin. "Creative Writing: Prose." Journal of Asian American Studies 20, no. 3 (2017): 465–66. http://dx.doi.org/10.1353/jaas.2017.0041.

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33

Dynes, Robin. "Using Creative Writing." British Journal of Occupational Therapy 52, no. 4 (April 1989): 151–52. http://dx.doi.org/10.1177/030802268905200414.

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34

Vakil, Ardashir. "Teaching Creative Writing." Changing English 15, no. 2 (May 17, 2008): 157–65. http://dx.doi.org/10.1080/13586840802052328.

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35

Isaacs, Neil D. "Creative Sports Writing." American Book Review 30, no. 3 (2009): 20–21. http://dx.doi.org/10.1353/abr.2009.0049.

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36

Williams, Wendy R. "Teaching Creative Writing." English Journal 110, no. 4 (March 1, 2021): 7. http://dx.doi.org/10.58680/ej202131119d.

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37

Mayers, Tim. "One Simple Word: From Creative Writing to Creative Writing Studies." College English 71, no. 3 (January 1, 2009): 217–28. http://dx.doi.org/10.58680/ce20096932.

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Creative writing programs should transform into creative writing studies, a field of scholarly inquiry and research that would have three main strands: pedagogical, historical, and advocacy-oriented. This move would help bridge the gap between literary studies and composition.

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38

Otten, Nick, and Marjorie Stelmach. "Creative Reading/Creative Writing: Telling Stories." English Journal 76, no. 6 (October 1987): 87. http://dx.doi.org/10.2307/818068.

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39

Kırmızı, Fatma Susar. "The effect of creative reading and creative writing activities on creative reading achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 406–12. http://dx.doi.org/10.18844/prosoc.v4i1.2283.

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40

McVey, David. "Why all writing is creative writing." Innovations in Education and Teaching International 45, no. 3 (August 2008): 289–94. http://dx.doi.org/10.1080/14703290802176204.

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41

Dixon, Joanne. "Reading and Writing Index Cixous." Writing in Practice 7 (January 28, 2022): 42–55. https://doi.org/10.62959/wip-07-2023-05.

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This article presents a creative-critical discussion of creative writing research in the academy. It describes a multimodal research practice that employs a range of materials, technologies, and modes of reading and writing – creative, critical, and creative-critical. In addition, it reflects on being a scholar-practitioner and on the relationship between rigour and research. The nexus of the article is a creative-critical multimodal reading and writing of Index Cixous: Cix Pax (2005), a wordless book of photographs taken by Roni Horn of French writer Hélène Cixous. Through encounters with Horn’s book, creative writing research is presented as an example of Nicholas Royle’s concept of veering (2011), while also exploring its intersection with the writings of Cixous, particularly those texts concerned with seeing, not-seeing and myopia – the focus of an emerging post-doctoral research project. The poetry film presented here is a manifestation of how creative writing research might veer between different modes and media and foster “besideness” to offer new insights into lived experiences of myopia.

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42

Mega, Sonya Kore, Tiarma Marpaung, and Yakob Metboki. "EXPLORING HAIKU IN STUDENTS’ ENGLISH CREATIVE WRITING AT SMA NEGERI 7 KOTA KUPANG." Journal on Language, Education, Literature, and Culture 1, no. 2 (December 31, 2023): 9–18. https://doi.org/10.33323/l.v1i2.11.

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Getting challenged with academic writing, creative writing in a form of poetry can be delivered as an alternative task to help students cope with writing challenges. Haiku as one of the simplest poetry writings from Japan may help beginner writers to explore poetic words on certain objects or topics without using too many words in each line. Struggling writers can also use Haiku to stimulate their creative thinking in descriptive writing. With its simple pattern, Haiku can also boost students’ confidence to write. This study investigated whether students’ Haiku writing follows its rules and represents the qualities of creative writing. This qualitative study took 20 students in their third year of senior high school as research participants. This research used documentation as an instrument which is the students’ Haiku poetry writing. In the data analysis, students’ Haikus were assessed based on Haiku rules and the qualities of creative writing. It was found that most students have a sufficient understanding of the rules of Haiku writing. Students made some mistakes in their Haikus. However, students showed their efforts to perform the qualities of creative writing. Thus, the researchers believe that with consistent practices, students can write a qualified haiku as creative writing. More use of sensory words can further help the students to vary the diction and characterize the image described in their haikus. Finally, using haiku to express students’ feelings and thoughts and stimulate students’ creative writing is recommended in EFL classrooms.

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43

Clifton, Glenn. "Critical-Creative Literacy and Creative Writing Pedagogy." University of Toronto Quarterly 91, no. 1 (February 1, 2022): 51–66. http://dx.doi.org/10.3138/utq.91.1.04.

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This article builds on psychological research that claims critical thinking is a key component of the creative process to argue that critical-creative literacy is a cognitive goal of creative writing education. The article also explores the types of assignments and prompts that might contribute to this goal and simultaneously build bridges between creative writing education and other humanities disciplines.

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44

Williams, Wendy R., and April Zongker Mcnary. "Teaching Creative Writing: Writing a Monster’s Story." English Journal 111, no. 1 (September 1, 2021): 85–88. http://dx.doi.org/10.58680/ej202131401.

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45

Spark, Muriel. "The Creative Writing Class." World Literature Today 78, no. 3/4 (2004): 5. http://dx.doi.org/10.2307/40158470.

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46

Mengiste, Maaza. "Creative Writing as Translation." Callaloo 35, no. 4 (2012): 939–43. http://dx.doi.org/10.1353/cal.2013.0040.

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47

Townsend, Jacinda, Vievee Francis, Gregory Pardlo, John McCluskey, Ishion Hutchinson, Joshua Bennett, AH Jerriod Avant, Stacy Parker Le Melle, and Sebastian Matthews. "Callaloo and Creative Writing." Callaloo 40, no. 1 (2017): 162–76. http://dx.doi.org/10.1353/cal.2017.0069.

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48

Goma, Ophelia D. "Creative Writing in Economics." College Teaching 49, no. 4 (November 2001): 149–52. http://dx.doi.org/10.1080/87567555.2001.10844598.

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49

Beck, Heather. "Teaching Creative Writing Online." New Writing 1, no. 1 (January 2004): 23–36. http://dx.doi.org/10.1080/14790720408668189.

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50

Weldon, Fay. "On Assessing Creative Writing." New Writing 6, no. 3 (November 2009): 168–74. http://dx.doi.org/10.1080/14790720903556734.

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