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Journal articles on the topic 'Creative and professional writing'
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Cronin, Megan, Victoria Hubbard, Terrence A. Cronin, and Philip Frost. "Combatting professional burnout through creative writing." Clinics in Dermatology 38, no. 5 (September 2020): 512–15. http://dx.doi.org/10.1016/j.clindermatol.2020.05.004.
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Ritter, Kelly. "Professional Writers/Writing Professionals: Revamping Teacher Training in Creative Writing Ph. D. Programs." College English 64, no. 2 (November 2001): 205. http://dx.doi.org/10.2307/1350117.
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Hunt, Celia. "Exploring career identities through creative writing." Journal of the National Institute for Career Education and Counselling 23, no. 1 (April 1, 2010): 18–19. http://dx.doi.org/10.20856/jnicec.2306.
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Creative writing has shown itself to be a powerful tool for reflection and is increasingly being used in professional development contexts (see e.g. Bolton, 2001; Creme and Hunt, 2002; Winter et al., 1999). With its potential for playful self-exploration and access to feeling and emotion, it can quickly get beneath everyday identities, providing alternative ways of thinking about oneself.
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Cunningham, Donald H., and Jeanette G. Harris. "Undergraduate Technical and Professional Writing Programs: A Question of Status." Journal of Technical Writing and Communication 24, no. 2 (April 1994): 127–37. http://dx.doi.org/10.2190/ta1y-72ah-05ym-ukey.
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The results of our recent survey of the membership of the Association of Teachers of Technical Writing, Associated Writing Programs, and the Council of Writing Program Administration indicate the relative health of undergraduate writing programs (major, concentration, or certificate programs, not service courses) in American four-year universities and colleges. During the past five years there has been a significant increase in the number of undergraduate writing programs, including technical and professional writing. But responses to our survey also suggest that while undergraduate technical and professional writing programs comprise the second largest group of programs (behind creative writing) they are not increasing as rapidly as a new kind of undergraduate writing program—a broad-based program that students can complete by taking a wide range of creative writing, composition, journalism, and technical and professional writing courses. The future seems unclear for traditional undergraduate technical and professional writing programs, and faculties need to examine their options in designing or redesigning their programs.
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Grubb, Penny. "Setting the landscape for a study of academic and creative writing techniques as an aid to professional development of healthcare professionals." Journal of Practice Teaching and Learning 12, no. 1 (August 26, 2013): 53–69. http://dx.doi.org/10.1921/jpts.v12i1.282.
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The purpose of this work is to set the landscape for a study to be carried out in several stages addressing the question: Will creative writing techniques allow healthcare professionals to capture the emotional journeys they experience in a way that makes a significant difference to the effectiveness of such material as teaching and professional development aids?This paper addresses the basis for the study and the assumptions behind it, looking to map out parameters within which later studies can be carried out and a set of learning materials developed. The initial 2-year period has been used to test and enhance a staged workshop teaching model for Health Professional Studies students at levels 4, 5 and 6, using information from studies of creative writing teaching in healthcare plus work on writing techniques.The initial work suggests that creative writing techniques are better understood as a useful developmental tool when taught in the context of academic writing. The response from students has been positive. In this first stage, the work has been a qualitative, testing-the-waters approach from which to build a framework to launch a follow-on quantitative study.
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Alamargot, Denis, and Jean-Louis Lebrave. "The Study of Professional Writing." European Psychologist 15, no. 1 (January 2010): 12–22. http://dx.doi.org/10.1027/1016-9040/a000001.
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In this article, we argue that examining the writing processes of literary authors would enrich and extend empirical research on writing, which is currently grounded in cognitive psychology. In most empirical studies of writing skills, experts are defined as either advanced students or technical writers, neither of whom work within the same constraints or timeframes as literary authors. Including literary authors in psychological accounts of writing, by drawing on the observations of genetic criticism (a linguistic-literary discipline that reconstructs the genesis of an author’s manuscript by collecting and interpreting the notes, drafts, revisions, successive versions, etc.), would add to our knowledge of professional writing. Two issues could then be considered: (a) the way the creative process takes place during writing and (b) the role of memory in the management of writing processes over extended time periods.
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Farfán-Santos, Elizabeth. "WRITING THE FUTURE: CREATIVE WRITING, SOCIAL TRANSFORMATION, AND THE HEALTH PROFESSIONS." Practicing Anthropology 43, no. 3 (June 1, 2021): 3–11. http://dx.doi.org/10.17730/0888-4552.43.3.3.
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Abstract In this article, I discuss the pedagogical interventions I make in the health professions by combining core concepts in medical anthropology with creative writing methods, emphasizing the need for future health professionals to not only think critically about the dominant biomedical epistemologies they have learned, but to also actively imagine creative solutions for the future. Here, the objective is to use creative writing as a tool to stimulate and practice creative thinking as a way of transforming the world we live in, our relationships to our bodies, and complicating the ways in which we think about health and illness. Creative writing exercises that force future health professionals to think outside of their training and to re-inhabit their own bodies and social worlds can have a powerful impact on the culture of medicine, health and illness, and the overall social beliefs and practices surrounding health care. As a medical anthropologist, I teach future health professionals creative writing with a social responsibility component with the intention of transforming our present social world, but also and perhaps more importantly, with the goal of imagining and creating a healthier future.
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Simpson, Laurie. "Creative writing practices in career guidance: An autoethnographical approach." Journal of the National Institute for Career Education and Counselling 27, no. 1 (October 1, 2011): 54–60. http://dx.doi.org/10.20856/jnicec.2709.
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Today’s careers practitioners are tasked with offering assistance to a populace becoming increasingly culturally diverse, whilst facing ever growing professional insecurity. Uncertainty besets not just the seeker but also the helper. There is a need to develop creative practice to meet the needs of individuals but also to motivate practitioners to, tentatively, venture forward. This article will consider creative written practices referring to case studies and my own MA autoethnographical experience, offering both a reflective and reflexive account. Some feel unable to voice their thoughts and feelings. Writing their narrative could heighten self awareness and become a catalyst for career development. My intention is to encourage career professionals to consider possible creative writing processes to facilitate clients to tell their unique stories, but also as better assisting others to understand the changing nature of career.
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Southern, Alex, Jenny Elliott, and Colin Morley. "Third Space Creative Pedagogies: Developing a Model of Shared CPDL for Teachers and Artists to Support Reading and Writing in the Primary Curricula of England and Wales." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 24. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.24.
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Zip Zap is a Creative Social Enterprise, which offers an author/illustrator- led Continuing Professional Development and Learning (CPDL) programme to develop teacher knowledge, confidence and skills in delivering creative writing and illustration activities, and a Festival of artist-led activities for school pupils. It is one of a number of initiatives that UK schools can buy into. This paper draws on an evaluation of Zip Zap’s CPDL programme and Festival across two UK sites, with two quite different creative learning contexts – Wales and England, to explore issues affecting the pedagogies at work in the space where teachers and creative practitioners elide. An analysis of findings from teacher/pupil/parent/creative practitioner interviews and observations of classroom teaching and CPDL sessions highlighted a number of key issues in relation to pedagogies of creative writing. These are: the teachers’ lack of confidence in creative writing pedagogies, a lack of shared approaches to teaching creative writing, and the potential for shared creative pedagogies. We propose a theoretical framework based on Homi K. Bhabha’s theory of the third space that offers a framework for professional learning that enables collaboration between teachers and creative practitioners, and the emergence of shared, creative pedagogies that would nurture pupils’ creative writing.
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Darby, Mark. "Nurses: The Right and Rites to Write, Right?" Creative Nursing 21, no. 2 (2015): 115–18. http://dx.doi.org/10.1891/1078-4535.21.2.115.
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Creative writing can be used to enhance professional skills by changing point of view and imagining a different ending. An example of one nurse’s use of creative writing to improve nursing skills is demonstrated and explained.
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Stong, Jesse. "Writing as a Tool for Transformation." Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 42, no. 2 (May 27, 2016): 41. http://dx.doi.org/10.26443/crae.v42i2.3.
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The author (Social Worker, Art Educator, Theatre Artist) discusses the creation and evolution of the Identity Writing workshop; a life writing exercise that helps students, artists, and teachers integrate their personal/political experiences of change into meaningful and authentic artistic expressions. Reflections stemming from the junctions between the author’s personal and professional lives provide compelling insights into moments of transformation through art-making. A simple writing activity is included for new, emerging, or established artists and creative teachers.
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McWilliams, Susan. "Creative Writing and the Study of Politics." PS: Political Science & Politics 50, no. 04 (October 2017): 1094–98. http://dx.doi.org/10.1017/s1049096517001275.
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ABSTRACT Creative writing is not part of professional training in political science. Scholars in other fields, though, testify to the benefits of creative writing assignments, and my experiences teaching an undergraduate course on Politics and Literature suggest that there may be value in adding creative writing into certain political science courses. As with other forms of non-academic writing that political scientists identify as enriching, creative writing allows students to consider politics from multiple perspectives and expands their communicative powers. Working at the craft of storytelling—as opposed to abstract argumentation—can help students to think through key claims in contemporary political thought. Moreover, in this age of “alternative facts,” doing creative writing in a politics course may help students hone a critical skill of citizenship: thinking about the news in terms of narrative. In this essay, I consider the advantages and challenges of bringing creative writing into the study of politics.
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Aleshchanova, Irena V., Natalia A. Frolova, and Marina R. Zheltukhina. "Creative approach to development of competence “writing” in foreign language classes." SHS Web of Conferences 50 (2018): 01025. http://dx.doi.org/10.1051/shsconf/20185001025.
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This study examines the question of development of an important component of the foreign language communicative competence - the skill of writing as a structural element of the technical university students’ professional competence. The methods and ways of the stated aim achievement are analyzed from the perspective of the competence and personality-oriented approaches. Professional communication is presented as a multicomponent phenomenon, requiring detailed study. Foreign and domestic research in the field of foreign language teaching formed the theoretical basis for studying the methodical and didactic aspects of writing activities. The authors define students’ acquisition of writing skills in the process of education as the development of elementary communicative competence. Tasks for the writing skills development are described as a productive tool for organizing educational activities. The authors emphasize the special role of creative tasks and how they can contribute to achieving the set goals in teaching. Practical recommendations on the development of writing skills and this process monitoring are given.
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Margawati, Prayudias. "TRAVEL WRITING: AN APPLICATION OF WRITING WORKSHOP TO ENHANCE STUDENTS’S CREATIVE WRITING." Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (October 1, 2014): 187. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.724.
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Writing is often assumed as uneasy skill to either learn or teach. For students, they find it difficult to develop ideas in writing. On the other hand, teachers, many of them, only ready with the materials but confuse with the appropriate ways to teach. This paper intends to describe and discuss a method of teaching writing namely writing workshop to improve students’ writing skill through travel writing. Writing workshop proposed by Calkins that consists of mini lesson, work time, peer conferring and/or response groups, share sessions, and publication celebration is applied in writing class for methodological purposes. In mini lesson, teacher offers something to the class that is meant to introduce a writing strategy done at the beginning of the workshop. During work time point, students start their new piece of writing. Teacher moves among students conferring with them while checking their works. Peer conferences or response groups provide a forum for students to talk about works in progress. When students work in group, one of them could arrange his/ her group needs during the work time. A share session may be varied, one possible way is each group shares their process of writing to other students. At the end of writing class, student writers come together to publish and/ or celebrate their final work. The publication could be in the form of portfolio, students’ diary, blog, or others. Travel writing genre is chosen as it could develop students’ creativity in describing/ narrating their own stories during, let say holiday or things they used to see on the way home weekly or monthly. Furthermore, travel writing as the product of creative writing teaches the readers of values, characteristics, and way of life. Last but not least, a professional writing teacher should set the writing workshop components in variety ways to achieve effective running-class.
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Laneuville, Laurence, Fabian Ballesteros, Aliya Affdal, Marie-Françoise Malo, Léonore Brassard, Benjamin Gagnon Chainey, Pascale Millot, Catherine Mavrikakis, Simon Harel, and Marie-Chantal Fortin. "Perspectives of Kidney Transplant Recipients, Transplant Candidates, and Living Kidney Donors on the Role of Patients’ Self-Narratives and Experiences of Creative Writing Workshops: A Qualitative Study." Canadian Journal of Kidney Health and Disease 9 (January 2022): 205435812211327. http://dx.doi.org/10.1177/20543581221132742.
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Background: Kidney transplantation is the best treatment for kidney failure but is associated with medical, psychological, and existential challenges for patients. Patients’ experiential knowledge can help other patients facing these challenges. Patients’ self-narratives and creative writings are ways to operationalize this experiential knowledge. Creative writing has been described as a therapeutic tool for patients with chronic disease. Over the past year, we conducted creative writing workshops with kidney transplant recipients (KTRs), living kidney donors (LKDs), kidney transplant candidates (KTCs), and professional writers. During these workshops, patients were invited to explore different aspects of their experiences of their transplant or donation journey through narrative-writing, poetry, comic art, and screenwriting. Objective: The objectives of this study were to gather the perspectives of KTRs, KTCs, and LKDs on the role of patients’ self-narratives and creative writing, and to collect patients’ experiences of the creative writing workshops. Design: Focus groups and individual interviews. Setting: The Center hospitalier de l’Université de Montréal (CHUM) kidney transplant program. Participants: KTRs, LKDs, and KTCs attending the CHUM kidney transplant clinic between February 2020 and January 2021. Methods: We conducted 2 focus groups and 8 semi-structured individual interviews with 7 KTRs, 8 LKDs, and 5 KTCs from the CHUM between June and November 2020, before the creative writing workshops. We also conducted 10 semi-structured interviews with 5 KTRs, 1 KTC, and 4 LKDs in March 2021, after their participation in the creative writing workshops. The interviews were recorded and transcribed. Thematic and content analyses were conducted. Results: KTRs, LKDs, and KTCs had multiple significant moments to share from their transplant/donation journey. These moments were highly emotional and marked by uncertainty. The creative writing workshops were described as therapeutic by participants, because they offered a safe space for group-facilitated reflection, including a discovery and learning process, and normalization, relativization, and appreciation of the transplant/donation experience. The creative writing workshops also provided an opportunity to give back to others (helping other patients, promoting kidney donation and continuing this process in the future through the web platform). Limitations: Our participants came from a single French-speaking urban transplant center in Quebec and were highly educated. Conclusion: The study set out to capture the perspectives of KTRs, LKDs, and KTCs through the sharing of self-narratives and their participation in creative writing workshops related to their transplant or donation journey. A website was set up to publish patients’ creative writings ( https://recitsdudonetdelavie.lorganon.ca/les-recits/ ). Further study is needed to assess the website’s impact on other patients. Trial registration: Not registered.
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Starko, Alane J. "Problem Finding in Creative Writing: An Exploratory Study." Journal for the Education of the Gifted 12, no. 3 (April 1989): 172–86. http://dx.doi.org/10.1177/016235328901200302.
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This exploratory study examines the techniques used to generate and select topics for creative writing in each of the following groups: professional writers, high school students identified as having specific interest and ability in creative writing, high school students in above average English classes, and high school students in average English classes. Subjects were presented with a variety of stimuli and asked to generate ideas for potential writing projects, select their best idea, and reflect on strategies used to generate and select ideas. Eight problem finding and eleven problem selection strategies of student writers were identified. Significant differences in the number of ideas generated were found by both group and sex, with more able writers generating more ideas than less able writers, and girls producing more ideas than boys.
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Nareswari, Nadya Kirana, and Alvanov Zpalanzani Mansoor. "Business-to-Business Opportunity for a Creative Writing Agency Seen from the Industry’s Potential and Its Impact on the Society." European Journal of Business and Management Research 7, no. 4 (August 12, 2022): 299–304. http://dx.doi.org/10.24018/ejbmr.2022.7.4.1571.
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The field of creative writing is very diverse for professional practice. There has been a drastic digital acceleration that has forced the customers' behavior to adjust dynamically. The usage of digital platform services for film and the market demands in creative writing, especially screenplays, indicate a growing trend. For Laskara Creative, a fledgling company in the creative writing industry, this growth gives pertinent business-to-business opportunities. Analyzing the business ecosystem in the creative industry gives Laskara Creative insight on how to construct business-to-business opportunities that has the potential to be profitable and have a positive impact on the society. The process begins with an analysis of the company’s and industry’s ecosystem, both internally and externally, utilizing several tools and theories drawn from the literature study, including Porter’s Diamond, Porter’s Five Forces, and Resource Based View Analysis. Utilizing the Market Opportunity Analysis (MOA), the comprehensive external and internal analyses were combined. According to the Market Opportunity Analysis, the company is now in a good position but may face many difficulties if it is unable to convert its own resources, creativity, and connections into possibilities. The company’s existing business process and ecosystem are still far from ideal, which should create value for the common set of customers by creating a virtuous cycle supported by the intersectional relationship. To create an ideal business-to-business opportunity through cross-sectional collaboration consisting of shared IP, creative supply chains, and technology, that includes academia, government, business, and civil society, a Variable Quadruple Helix approach is advised. The process of formulating the opportunities is supported by Ardichvili's theories of Business Opportunity and Value Creation Capabilities.
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Hartmann, Esa Christine. "Multilingual, Multimodal, and Multivocal Creative Songwriting based on Tomi Ungerer’s Picturebooksve Songwriting based on Tomi Ungerer’s Picturebooks." Journal of Literary Education, no. 6 (December 31, 2022): 5. http://dx.doi.org/10.7203/jle.6.24506.
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As creative writing research has shown, literary education in the context of teacher education at university greatly benefits from the collaborative practice of creative forms of literary expression for the development of creative literacies and imaginative agency. Accordingly, this study analyses the creative processes and outcomes of a bilingual songwriting workshop that was carried out in 2022 at the University of Strasbourg with 18 bilingual student teachers, in collaboration with the Franco-German world hip-hop artists Zweierpasch. This creative action research was guided by the following research questions: What are the pedagogical affordances of translingual creative writing for the acquisition of multiliteracies in bilingual education? What are the impacts of this creative writing workshop on the bilingual student teachers’ attitudes and beliefs towards creative pedagogical approaches in bilingual education? What are the effects of this workshop on the development of their linguistic, cultural, and professional identities?
This study presents a literary analysis of the poetic outcome of this creative action research, as well as an evaluation of the workshop in the form of a qualitative content analysis of the student teachers’ reflections and perspectives. Overall, the student teachers considered creative writing as a valuable pedagogical approach for multimodal literacy teaching and learning in bilingual education. Their discourses reveal the transformation process of their attitudes and beliefs towards creative pedagogical approaches, and the enrichment of their linguistic and cultural identity through multilingual creative writing.
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Creative writing; multilingual writing; multiliteracies; creative literacies; Tomi Ungerer.
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Singer, Rebecca, Kathryn Kruse, and Susan Swart. "Addressing Nurses' Professional Quality of Life: An Innovative Writing Workshop." International Journal for Human Caring 24, no. 2 (June 1, 2020): 134–40. http://dx.doi.org/10.20467/humancaring-d-19-00049.
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Nurses' exposure to suffering reduces professional quality of life, negatively impacting patient outcomes, decreasing retention, and weakening the workforce. Tell Well is a creative writing workshop designed to address Professional Quality of Life. Through improvisation, text analysis, writing, and peer-critique, nine registered nurses built a writing practice that can be a self-care tool. A survey measured the extent to which participants integrated writing into their life and their perception of how their relationship with work changed. Tell Well honored nurses' experiences, provided a forum for them to express themselves and their experiences, and encouraged nurses to engage in self-care and discovery.
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Piirto, Jane. "Commentary: A Week in Creativity." LEARNing Landscapes 6, no. 1 (June 1, 2012): 55–62. http://dx.doi.org/10.36510/learnland.v6i1.575.
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The author recounts a week in October, describing her teaching, writing, thinking, mail, and other activities that relate to her professional and personal work on creativ- ity. This personal creative non ction piece also contains poetry and references to her books and lectures. The author chose this form in order to emphasize the autobio- graphical nature of work in the area of creativity.
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Flores, Renee J., and Nahid J. Rianon. "EXPERIENCES IN CREATING A WRITING GROUP." Innovation in Aging 3, Supplement_1 (November 2019): S230. http://dx.doi.org/10.1093/geroni/igz038.851.
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Abstract Writing and publication in an academic setting is vital for advancing careers and knowledge. Attempting to increase scholarly productivity, our division created a physician-writing group, led by a prolific humanities expert to hone our writing skills. An unexpected outcome was realized. Using a mix of reflective, intent-driven, impromptu writing exercises and group sharing we discovered new opportunities for personal and professional growth through empathy. During these 1-hour sessions, several organic themes emerged. These included gaining greater inner-personal insight and recognizing inter-personal similarities in career paths and provider benevolence as motivation to continue when experiencing emotional fatigue and burnout. Ultimately, while honing our professional writing skills we also stimulated compassion to ourselves and our colleagues, opening new sources of resilience. We plan to continue these sessions exploring the potential multifaceted impacts on professional/academic growth these sorts of writing groups can have for geriatric and palliative medicine professionals and other healthcare providers.
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Lee, Joanne. "‘Sheffield in virus time’: Forms of writing, reading, living." Journal of Writing in Creative Practice 15, no. 2 (September 1, 2022): 184–96. http://dx.doi.org/10.1386/jwcp_00038_1.
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This article considers the experience of writing a daily journal, published daily via a public social media site. The journal began on 31 March 2020 as an attempt to account for the suddenly changed experiences of my personal and professional life (as an artist and lecturer) in the early days of the first UK coronavirus lockdown; it is still ongoing. After producing 700,000 words, this project has come to be understood as having shifted my writing in creative practice to writing as a practice for creating life. An expansive readerly engagement with a variety of creative and critical diarists provides generative perspectives for rethinking life and work. This latter part of the article’s structure considers the ‘Sheffield in virus time’ project in relation to poet Kumiko Hahn’s characterization of the zuihitsu as a fungal form. This Japanese genre (translated as ‘following the will of the pen’) develops casual, loosely connected fragments and ideas, often in haphazard order, a form well-suited to the ongoingness of writing life.
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Munteanu, Svetlana, and Doina Tolico. "Enhancing creative writing abilities in a foreign language learning process." Acta et commentationes: Științe ale Educației 3, no. 29 (November 2022): 165–68. http://dx.doi.org/10.36120/2587-3636.v3i29.165-168.
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Creative writing is the most effective way of communicating ideas, thoughts, feelings and opinions. It enriches our vocabulary, develops imagination, and improves expressiveness, all of which help us achieve fluency in a foreign language. Apart from academic benefits, creative writing contributes to the development of one’s personal qualities such as confidence, self-respect, responsibility, and critical thinking skills, making us feel comfortable with our words on paper. Realizing the importance of creativity in both, professional and personal aspect, specialists try to adopt the most effective strategies in order to exploit their students’ creative potential, being convinced that it will open up tremendous career opportunities.
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Bacabac, Florence Elizabeth. "Creating Professional ePortfolios in Technical Writing." Journal of Business and Technical Communication 27, no. 1 (September 14, 2012): 91–110. http://dx.doi.org/10.1177/1050651912458921.
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Kizrina, Natalia Gennadievna, and Olesya Rushanovna Eliseeva. "The use of creative technologies in teaching a foreign language to students of pedagogical universities." Samara Journal of Science 11, no. 3 (September 1, 2022): 271–77. http://dx.doi.org/10.55355/snv2022113308.
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This paper is devoted to the problem of using creative technologies for teaching a foreign language to prospective teachers, which is relevant in accordance with the standards of higher professional education. The role of creative thinking in the development of foreign language communicative competence is indicated. The question of the development of linguistic creativity in teaching a foreign language is touched upon. The definitions of pedagogical technologies, creative pedagogical technologies and creative technologies of teaching a foreign language are considered. The main characteristics are highlighted and the classification of creative technologies of teaching a foreign language is presented. Technologies for the development of linguistic creativity of students are presented. Attention is focused on the technologies of creative writing as a means of developing linguistic creativity. Examples of the use of language and group creative games as methods of creative writing for teaching a foreign language (German) to students are given. The technologies of heuristic teaching of a foreign language are also presented, on the basis of which students creative thinking points are considered: heuristic methods of cognition of an object, identification of its main features and heuristic methods of transformation of object features and creation of a new object. Each group of heuristic methods is illustrated by examples of use in German language classes at a university.
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Done, Elizabeth, Helen Knowler, Mike Murphy, Tony Rea, and Ken Gale. "(Re)writing CPD: creative analytical practices and the ‘continuing professional development’ of teachers." Reflective Practice 12, no. 3 (June 2011): 389–99. http://dx.doi.org/10.1080/14623943.2011.571869.
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McLeod, Heather, Morgan Gardner, and Elizabeth Yeoman. "Biographical Explorations through Creative Work." Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 42, no. 2 (May 27, 2016): 32. http://dx.doi.org/10.26443/crae.v42i2.7.
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We explore our teaching of Biographical Explorations of Teaching and Learning, a Curriculum and Instruction Masters course in the Faculty of Education at Memorial University in which we develop creative and imaginative thinking and learning amongst educators. We invite students into a multi-modal exploration of their lives as teachers and learners via readings, visual art, drama, music, literary writing, and media pieces that explore themes in teaching and learning. Students think critically about how narratives work within personal/professional and societal cultural contexts. They learn about and engage in creative ways of telling a story. In this paper we critically reflect on the affordances and challenges of this approach to arts-informed critical graduate pedagogy.
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Brasil, Luiz Antonio De Assis, Bernardo Bueno, Gabriela Silva, Moema Vilela Pereira, María Elena Morán Atencio, Gabriel Eduardo Bortulini, Marcelo Maldonado Cruz, et al. "Percepções e perspectivas discentes nos cursos de pós-graduação em Escrita Criativa da PUCRS." Navegações 10, no. 2 (January 31, 2018): 149. http://dx.doi.org/10.15448/1983-4276.2017.2.29789.
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Este artigo se propõe a analisar os dados parciais obtidos pelo grupo de pesquisa Escrita Criativa na Academia: a formação do escritor, que desenvolve, desde 2015, uma pesquisa cujo objetivo geral é analisar a estrutura curricular e as condições de ensino oferecidas pelos cursos de mestrado e doutorado voltados para a formação do escritor, do pesquisador e do docente na área de Escrita Criativa da PUCRS. Pretende-se aqui discutir quais são as percepções dos alunos e egressos do programa de pós-graduação em Escrita Criativa sobre os aspectos mais importantes de sua educação e seus objetivos profissionais na área.********************************************************************Student/alumni perceptions and perspectives in the postgraduate studies Creative Writing courses at PUCRSAbstract: This article aims to analyze the partial data obtained by the Creative Writing in Academia – the writer´s education research group at the Pontifical Catholic University of Rio Grande do Sul (PUCRS) in Brazil. This research, developed since 2015, has as main objective the analysis of Master and PhD-level Creative Writing courses at PUCRS, focusing on study conditions and student/alumni perceptions about their education, its most important aspects, as well as their professional aspirations in Creative Writing.Keywords: Creative writing; Higher education; Graduate studies; Brazil
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Hellum, Rikke, Stine Jensen, and Anette Nielsen. "Is training in creative writing a feasible treatment adjunct for clients suffering from chronic alcohol-use disorder?" Nordic Studies on Alcohol and Drugs 34, no. 4 (August 2017): 299–313. http://dx.doi.org/10.1177/1455072517696507.
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Introduction: If and how various ways of expressing oneself creatively might help heal and resolve mental problems is a question that has been discussed for decades. Creative writing is typically used as an add-on to traditional therapy rather than being an integrated part of the therapy. There is a lack of research into the effect of implementing creative writing as an add-on to therapy for alcohol dependence. The aim of this study was to introduce creative writing to chronic alcohol-dependent clients. Method: A creative writing course was held as a pilot study with six workshops each lasting two hours. Six clients recruited from a harm reduction unit in a Danish alcohol treatment centre and suffering from chronic alcohol-use disorder participated in the workshops. The workshops were led by two professional authors experienced in teaching creative writing. At the end we conducted three interviews: one with the clients, one with the therapist and one with the authors. The interviews were analysed with a focus on the clients’ perspective. Findings: In the analysis, we found that writing can give the clients a lower self-esteem, make them fear failure, and it can be too private. We also found that writing can increase the clients’ self-confidence and unity in the group, give them new nuances of life, stimulate their brain, give zest for life, and improve relations between clients and care providers. Further, we identified a few points of importance to be added to the organization of the workshops. Conclusion: We found that clients suffering from alcohol-use disorder participating in creative writing profited from increased self-confidence, a sense of unity, were better able to appreciate the nuances of life, experienced stimulating brain activity, had more zest for life, and that the intervention improved relations between clients and care providers.
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Korneshchuk, Viktoriia. "The Role of the Educational Component "Academic Writing" in the Professional Training of Specialists in the Socionomical Sphere." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (349) (2022): 48–57. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-1-48-57.
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The article describes the content and structure of the educational component «Academic Writing», teaching methods, criteria and means of assessing the expected learning outcomes, organizing independent work of applicants during its study. Examples of practical, training and creative tasks intended to form the necessary competencies and verification of expected learning results are presented. The necessity of continuous monitoring of the opinion of applicants regarding the quality of teaching academic writing is emphasized. Themethodology peculiarities of teaching academic writing for the first (Bachelor's) level of higher education of specialties «Psychology» and «Social Work» at the Department of Psychology and Social Work at the National University of Odesa Polytechnic, which is intended in particular to develop creativity and critical thinking of applicants through the performance of creative individual tasks; encouraging them to publish their own scientific achievements; an expedient combination of teaching methods in accordance with the purpose of a particular occupation and level of applicant preparation; clearness of criteria for evaluating various types of curriculums; combination of formal and informal education; taking into account the results of questionnaires for further improvement in teaching academic writing; ability to ensure the quality of OK training offline and online.
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Latham, Christine L., and Nancy Ahern. "Professional Writing in Nursing Education: Creating an Academic–Community Writing Center." Journal of Nursing Education 52, no. 11 (October 14, 2013): 615–20. http://dx.doi.org/10.3928/01484834-20131014-02.
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Cartwright, Anthony. "‘But what are they?’: Zine-making and invitational creative practice in an undergraduate creative writing class inspired by the work of Lynda Barry." Journal of Writing in Creative Practice 15, no. 2 (September 1, 2022): 166–83. http://dx.doi.org/10.1386/jwcp_00037_1.
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This illustrated article offers a record of work done for a third-year undergraduate module called Creative Writing and the Self, as part of the Creative and Professional Writing programme at the University of the West of England, Bristol, in the autumn term of 2021, where students created zines as a record of their student experiences, which corresponded to the years of the pandemic. The article considers the students’ creative process and what is communicated in the zines, pages from which illustrate the article, informed by the methodology of Lynda Barry. The module offered the opportunity for staff and students to use a more open-ended rhetoric than elsewhere on their course(s), and the article considers this alongside the pedagogical implications of a hybrid and multimodal form and approach, of telling stories using text and images, inviting acknowledgement and observation, rather than judgement.
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Bugos, Jennifer A. "Fund-a-mental Grant Writing: Opportunities for Teachers and Researchers." Music Educators Journal 106, no. 3 (March 2020): 60–67. http://dx.doi.org/10.1177/0027432119895565.
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Grant writing can be a useful tool for music educators and researchers who seek added funding for resources to facilitate their projects and programs. Since few grant-writing courses are tailored to the needs of music educators, this article provides information on how to identify funding mechanisms, understand grant-writing terminology, draft application components, and develop an idea into a letter of inquiry or an elevator speech to approach potential funders. Creative approaches to grant writing and careful attention to program requirements can contribute to successfully funded proposals that provide additional resources and support for music programs and professional development.
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Amalia, Faizatul, Tri Astoto Kurniawan, Bayu Rahayudi, and Adam Hendra Brata. "Peningkatan Kapasitas Teknik Penulisan Jurnal Ilmiah pada Guru Sekolah." Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement) 5, no. 3 (December 1, 2019): 318. http://dx.doi.org/10.22146/jpkm.42482.
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Teachers as professional educators should have some competencies, such as pedagogical competence, personal competence, social competence, and professional competence. The focus of this workshop is on the professional competence which its definition is the teacher's ability in mastering broad and in-depth subject matter that allows guiding students to meet the competency standards set in the National Education Standards. There are many activities that can support or enhance the professional competence of teachers, such as writing. By writing, teachers have the opportunity to develop themselves in order to become more creative, active, innovative and professional teachers. The module of X applications usage for vocational teachers can be used to support teacher activities in writing scientific papers. This module will be useful to facilitate the writing of citations in a scientific work. Using the Mendeley application in this workshop, make the teacher to be more insightful which support their research activity, also can improve their motivation to know how the important thing of research in their field. Therefore, this service activity want to give the teacher a knowledge of tips and tricks to facilitate journal writing. There are tools that can be used to make citations in the bibliography, such as the reference feature, Endnote, or Mendeley. So that the teacher's writing will be known and it is easier for teacher to convey the results of his research in relevant journals, especially vocational teachers in Malang.
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Canda, Edward R. "Heed Your Calling and Follow it Far: Suggestions for Authors who Write about Spirituality or Other Innovations for Social Work." Families in Society: The Journal of Contemporary Social Services 84, no. 1 (January 2003): 80–85. http://dx.doi.org/10.1606/1044-3894.72.
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This essay provides suggestions for authors who wish to write about spirituality or other innovations for social work. It recommends that authors integrate their life mission, professional commitments, creative process, and the practicalities of writing and publishing within a spiritually sensitive approach to social work.
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Sapiro, Gisèle. "The writing profession in France: Between symbolic and professional recognition." French Cultural Studies 30, no. 2 (May 2019): 105–20. http://dx.doi.org/10.1177/0957155819844155.
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This article examines current transformations of the writing profession in France. Based on qualitative research (interviews with writers and their representatives, as well as organisers of literary events) and on a national survey conducted in 2016 by the Centre national du livre, it emphasises the tension between symbolic and professional recognition at different moments of a writer’s ‘career’. In a country where literary agents are only now starting to organise, and where creative writing courses are not as well established as elsewhere, publishers still play the key role of ‘gatekeepers’ into the literary field. The relationship with the publisher is thus crucial and is based on elective affinities. Yet, once published, an author still needs to be distinguished and recognised. Apart from the traditional literary prizes, which give symbolic and professional recognition, literary events (festivals, public readings) and residencies offer new career opportunities. These related activities, or ‘activités connexes’ have significantly increased in number: the article focuses especially on analysing how they now fit into and structure the literary careers of authors, as well as how authors themselves perceive them.
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Smirnova, Tetyana. "THE SPECIFICITY OF STUDENTS’ CREATIVE SELF-EXPRESSION IN THE PROCESS OF CONDUCTOR-CHORAL EDUCATION." 1 1, no. 1 (September 2020): 10–16. http://dx.doi.org/10.34142/27091805.2020.1.01.02.
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Object. The article considers the issues of the future singers` and choral conductors` creative self-expression in the process of conductor-choral education. Methods. Analytical, historical-comparative, retrospective method was used in writing the article. Results. As a result of the analysis and generalization of scientific psychological-pedagogical and art-literary literature, comparison, comparison of different opinions the definition of the concept «creative self-expression of students» is presents. It means a conscious act of discovering and affirming the individual, personal and subjective capabilities of the «I am» as a professional, defining himself as a creative person and individuality. The advantages of the study are to identify the specifics of future singers` and choir conductors` creative self-expression as students of higher education. The success of individual psychological self-expression is determined by good health, muscle activity, development of singing and conducting apparatus, students` cognitive and emotional sphere. A positive factor in the student` personal and professional self-expression is the formation cognitive and professional interests, spiritual values, character traits that are regulators of singers` and conductors` professional growth as creative individuals. Prominent indicators of the growth of singers` and choir conductors` creative self-expressio, their leading professionally important qualities are musicality as an integrative musical ability (musical hearing, metro-rhythmic ability, musical memory, musical thinking, musical imagination) and performing skills (performing reliability, artistry, instrumental, vocal and choral, conducting skills). The specifics of future singers` and choir conductors` personal self-expression are determined (on the basis of diagnosis) as a level of cognitive and professional interests, ideals and value orientations on spiritual and national-civic values. Conclusions. The study summarizes a set of character traits that form the basis of singers` and choir conductors` professional success of (honesty, loyalty to the beauty, the ability to consciously and artistically embody it in the choral sound; friendliness, responsibility, optimism). It was found that the level of students` creative self-expression as a subject of his own professional development depends on the timely diagnosis, stimulation, content and procedural support the process of his professional «I am» –concept formation. It is proved that the contradiction between the real and the ideal «I am» becomes the source of the singers` or choir conductors` personal and professional development. On the basis of scientific research on professional acmeology the ways of singers` and choir conductors` creative self-expression as bright individuals (integration of individual, personal, subjective structures into integrity, identification of specificity of individuality, selection of content of own «I am», systematization and generalization of individual and specificity self-expression taking into account all factors, identifying the uniqueness of the relationship of all substructures, determining the social orientation of their own self-expression in further professional activities).
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Rybinska, Yu A. "Methodical Foundations of the Professional Communicative Preparation of Future Philologists By Means of Creative Writing." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1(92) (March 30, 2018): 5–9. http://dx.doi.org/10.35433/pedagogy.1(92).2018.5-9.
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Schwind, Jasna, and Oi Ling Helen Kwok. "Two educators reflect on their immigration experience through creative writing." International Health Trends and Perspectives 1, no. 1 (March 31, 2021): 17–28. http://dx.doi.org/10.32920/ihtp.v1i1.1416.
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Following Dewey’s philosophy of experience that all our life events inform how we evolve, both personally and professionally, two educators reflect on their immigration experiences. Being uprooted from one’s place of birth to another, at an oftentimes turbulent stage of development, young people face challenges in finding their sense of belonging. We engage in creative writing to reflect on our respective experiences of immigration to Canada to support our scholarship of teaching and learning. Using Dewey’s three criteria of experience: continuity, relationship, and situation, and Connelly and Clandinin’s Narrative inquiry self-study framework, we delve deeper into understanding how the transplantation from one continent to another continues to impact who we are today as persons and professionals. This critical reflection is of further value to us as educators, because we also want to gain a greater appreciation for our students’ experiences, most of whom have lived the stories of immigration. In this way, we hope to more effectively support and encourage our students, not only to survive, but to thrive in their new landscape. We trust our work will, likewise, be of service to educators worldwide who want to engage in their own inquiry of personally significant life events, and thus support the same in their students.
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Fowler, John. "Writing for professional publication. Part 5: Creating interest." British Journal of Nursing 20, no. 1 (January 12, 2011): 49. http://dx.doi.org/10.12968/bjon.2011.20.1.49.
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Bohme, Helen. "Landscapes of possibility. When autobiography becomes autoethnography." Murmurations: Journal of Transformative Systemic Practice 5, no. 1 (September 24, 2022): 47–56. http://dx.doi.org/10.28963/5.1.5.
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With many years of experience as a family therapist I became a researcher and embarked upon a Professional Doctorate in Systemic Practice. I had wanted to illuminate the art, craft, and the aesthetics therapy where therapist expertise is creating the space for and architecting a dialogical process. Traditional research methods were too limiting for this project so I created my own bespoke methodology. This paper shows examples of how I have blended reflection on personal and professional experiences and conversational storytelling in writing my doctoral thesis. I discuss details of my methodological journey and articulate these ideas through the creative use of two reflexive dialogues. These illuminate the value of systemic conversation and storytelling, how we make meaning and sculpt our identities.
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Roskvas, Ihor. "Conceptual Aspects of Professional Training for English Language Teachers: The UK Experience." Comparative Professional Pedagogy 9, no. 1 (March 1, 2019): 75–80. http://dx.doi.org/10.2478/rpp-2019-0009.
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AbstractThe article deals with the problem of conceptual aspects of professional training for English language teachers in the UK. It is found that many curricula of British universities are based on the technology and procedure of exclusively professional training of future specialists, whereas general scientific and additional intellectual training is incorporated into extracurricular activities as proved by the ratio of study time allocated to different courses. Humanities and social sciences courses provide students with fundamental knowledge and the ability to navigate in the ever-growing volume of scientific knowledge, possibility and knowledge of social interaction. General professional and specialist courses cultivate professional mastery of future specialists and the ability to express, if necessary, professional mobility. It is clarified that English is a broad subject, which comprises three complementary elements studied either separately or combined. They are the following: English Literature (interpretation and analysis of literary texts and study of the history and theory of literature), English Language (the study of spoken, written and multimodal communication, their historical development and their distinctive levels of analysis: phonology, grammar and lexis) and creative writing (the practice of writing, the study of the literary and cultural contexts of writing and the exploration of the relationships that writing generates between writer, publisher, text and audience). It is concluded that professional training of English language teachers in the UK is based on conceptual aspects of such principles as neobehaviourism, liberalism, progressivism, social reconstructivism, cognitivism and humanism.
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Firdaus, M., and Yohannes Telaumbanua. "The Current Condition of Indonesian Literature Teachers: A Study about Student’s Constraints in Learning Writing Creative Literature." International Journal of Research in Counseling and Education 1, no. 3 (June 22, 2018): 21. http://dx.doi.org/10.24036/0025za0002.
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As prospective teachers, the students of the Indonesian Language and Literature Education Study Program must have sufficient literary skills and experience of writing literature works. The facts are, however, very different. To date, most students face varied kinds of obstacles to writing literature works. Writing literature works require lofty creativity and imagination to produce the Dulce Et Utile (radiating the beam of the aesthetic and educational values of the works). The purpose of this study was, therefore, to describe the factors that become the students’ major obstacles to writing literature works. The method used was the qualitative descriptive whilst the observation, interview, and document analyses were the techniques of data collections. The 21 subjects of this study were the sixth-semester students of undergraduate Indonesian Language and Literature major at the Islamic University of Riau (UIR). The results of this study indicated that the factors that become the students’ crucial obstacles to learning Writing Literature Works were the lecturers’ unprofessionalism (centered-staged with different discipline/area of study of lecturers), lack of respect to the Writing Literature Works’ course; limited number of credit course, continue transmitting theoretical knowledge rather than keep practicing/writing the works, and the inappropriate teaching/learning model used in the Writing Literature Works’ course. As a result, these factors is a form of the implementation of learning writing literature works is still a formality and certainly prevent the students of being professional teachers.
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Di Renzo, Anthony. "The Complete English Tradesman: Daniel Defoe and the Emergence of Business Writing." Journal of Technical Writing and Communication 28, no. 4 (October 1998): 325–34. http://dx.doi.org/10.2190/te72-jbn7-gnut-bnuw.
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Daniel Defoe, one of the pioneers of the English novel, primarily earned his living as a journalist, pamphleteer, proposal writer, and freelance business consultant. A born entrepreneur, Defoe's many projects included promoting and marketing the first practical diving bell, designing commercial fisheries and improving London's sewer system, producing a series of popular self-help manuals, and founding and editing the first English technical writing journal, The Projector. These were the products of Defoe's indefatigable pen, and the utilitarian simplicity of his business and technical writing has strongly influenced English prose ever since. This article will examine two major pieces of Defoe's professional writing: An Essay of Projects, (1698) a portfolio of his best proposals, and the landmark The Complete English Tradesman (1725), the first English business writing manual. These and similar texts would form the loam of Defoe's great novels, Robinson Crusoe (1719), Moll Flanders (1721), and A Journal of a Plague Year (1722). While Defoe's professional writing shaped his creative writing, his gifts as a novelist—his plain, demotic style, his knack for concise narrative and analytical summary, his ability to create convincing personas through textual documentation—shaped his business writing. Both forms of writing made him the premier spokesperson of a new social and economic order.
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Kučera, Miloš. "On Writing and Handwriting." Journal of Pedagogy / Pedagogický casopis 1, no. 2 (January 1, 2010): 11–28. http://dx.doi.org/10.2478/v10159-010-0007-4.
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On Writing and Handwriting Writing is often considered secondary to the spoken language, as it is only coded sound-by-sound. But other scholars have demonstrated that writing is similar to ‘arithmetic’: a cognitive structuring, a shift to the meta-level (‘for the eye’). Handwriting (referred to here as the cursive writing in the sense of joined up handwriting, of ‘écriture liée’) differs from writing (in the first analysis): it has its own grammar composed of paradigmatic gestemes and tracemes and its own syntagmatic rules that connect them. In emotional terms, handwriting is designed to provide a special pleasure by its own drive (instinct, ‘Trieb’). But there is also cognitive aspect to it: the rapidity and fluidity of a cursive writing could be (in professional writing, for instance) more important (at the climax of the creative process) than it being legible for all eternity. The project of the new handwriting reform for Czech schools, abolishing the liaison between letters, is shown to be a modern and technically simplified form of calligraphy.
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King, Kyle R. "The Spirituality of Sport and the Role of the Athlete in the Tennis Essays of David Foster Wallace." Communication & Sport 6, no. 2 (November 28, 2016): 219–38. http://dx.doi.org/10.1177/2167479516680190.
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The well-known novelist and creative writer David Foster Wallace (1962–2008) belongs to a select group of “occasional sportswriters” whose writings about sport have influenced cultural discourse about tennis and animated future sports writing. Wallace uses three rhetorical tactics—providing knowledge to the reader as confidant, making meaning out of the athletic cliché, and translating the form of professional tennis into prose—that establish his cultural authority on tennis while positioning the athlete as a transcendent spiritual practitioner. This characterization redefines dominant understandings of the athlete’s relationship to religion and the spectator’s relationship to the athlete, while discarding the possibility of recognizing the athlete as citizen.
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Yachmenyk, Maryna. "Media Education of Future Native Language Teachers: Experience of Germany and Ukraine." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 110–15. http://dx.doi.org/10.2478/rpp-2014-0028.
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Abstract The achievements of media education in higher education of Germany have been highlighted. The notions of media education that exist in scientific literature have been outlined. Media education has been defined as a direction in pedagogy (media pedagogy) aimed at an individual’s media-culture formation in society, as well as a process of development and self-development by means of media materials and mass media. The main goal of media education is to enhance general, professional, communicative and creative competences. The main national programs of media education implementation into educational process of Ukraine and Germany are the following: “New Media in Education”, “Media-pedagogical manifest”, “Concept of Introduction of Media Education in Ukraine”. The process of media pedagogy implementation in future native language teachers’ professional training in Germany is developing in three directions: integrated, special and optional. In particular, the attention has been focused on using methods of media education in higher philological schools (methods of creative writing - creative linguistic project of German language teaching; portfolio as a method of students’ media literacy (media competence) formation; methods of presenting a term paper in a form of television project; creating video libraries for teachers and students). The ways of implementing German experience in future philology teachers’ professional training at Sumy State Pedagogical University named after A.S. Makarenko have been considered. The activity of students’ scientific circle “Media Culture of Philology Teacher” has been characterized.
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Hasanah, Sitti Uswatun, and Sulha Sulha. "Teacher Professional Development In Scientific Writing." JETL (Journal of Education, Teaching and Learning) 7, no. 1 (March 21, 2022): 45. http://dx.doi.org/10.26737/jetl.v7i1.2810.
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Teachers as professionals have very important functions, roles, and positions in achieving the vision of national education, namely creating intelligent and competitive Indonesian people. Teachers should develop their profession as a dignified profession. One form of teacher professional development is to write scientific papers, but the reality in the field is that teacher activities are still in the vision and mission of education and teaching while scientific vision and mission in the form of scientific writing and publications are often neglected. This study used a qualitative approach with a descriptive method. The research data were obtained through interviews, document analysis, participation observation, and focus group discussions. The results showed that the difficulties of teachers in writing scientific papers included: low motivation of teachers in writing, not having enough free time, lack of understanding of writing techniques, difficulties in finding data, technological stuttering, not having reference books, widespread writing services, lack of functioning of Subject Teacher Discussion (MGMP) activities in socializing writing papers, and lack of socialization from schools/institutions. The efforts that have been made by teachers to develop professionalism through writing scientific papers as a form of professional development were by: attending training/workshops, self-study, participating in competitions/tests. Based on the results of the study, it is recommended to the principal to conduct workshops on an ongoing basis, add library reference books, conduct computer training, apply a managerial reward and punishment pattern, control and monitor the implementation of MGMP and control and monitor the activities of the teacher performance appraisal team and the development team. sustainable profession.
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Opaliuk, T. "SUBSTANTIATION OF THE APPLICABILITY OF AN ESSAY WRITING METHOD ON SOCIAL AND PEDAGOGICAL ISSUES." Pedagogical Sciences, no. 72 (August 16, 2019): 65–71. http://dx.doi.org/10.33989/2524-2474.2018.72.176123.
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This scientific work is devoted to the attempt to substantiate comprehensively the expediency of using the method of writing essays on socio-pedagogical topics in the process of teacher’s professional training. Proceeding from the interpretation of the essence of the method, its functional purpose in philosophical, linguistic, and literary literature, we determined adaptive foundations of the method regarding the features of the effective use of the method of essay writing in the educational process and pedagogy as a discipline. Specific examples demonstrate the priorities of the essay writing method in the development of social competence in particular and the social reflection of the future teacher in general. We stressed the great importance of the functions of self-education, self-worth student's activity, the development of creative reflexive thinking, and the ability to make effective decisions on an actual problem that has both professional and social significance.Within the framework of the research that had been made, the methodical applicability of the essay was determined. Thus, the methodical applicability of essay provides the transformation of the goal into the plan: the development of a training method based on a specific plan (personally oriented goal), which gives the opportunity to focus on the aspects of the problem that is of special significance for the student. in the process of professional development. The methodical applicability of essay writing gives an opportunity to work out the technique of writing creative work, directing it to a concrete expected result of a current student’s problem. It optimizes the method of work with the theoretical material with a further formation of theoretical constructs, on the basis of which the work on its implementation into a practical plane on a personally oriented basis is developed. The methodical applicability of essay increases the level of efficiency of the methodology of algorithmic thinking activity in the situation of a theoretical and practical study of the problem, and self-determination in its context. Besides, the functions of self-educational, self-assessing student activity are enhanced, which manifests itself in the ability to make effective decisions on an actual problem that has both professional and social significance.
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Lucas, Eleanor. "Gaining understanding of different perspectives in Virgil's Aeneid through creative writing: an action research project with a sixth form Classical Civilisation class in a mixed comprehensive." Journal of Classics Teaching 22, no. 43 (2021): 29–37. http://dx.doi.org/10.1017/s2058631021000040.
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Creative writing is a teaching strategy employed increasingly less frequently as students progress through their secondary education. From my own school experience and observing other teachers, many such tasks are set in Year 7 but then later give way to the pressure of preparing students for exams. In the first Professional Placement of my postgraduate teacher training, I observed a Classical Civilisation teacher set her sixth form students to write a poem about Hector or Andromache from the Iliad Book 6. Although there was some initial reluctance, students largely engaged with the task and we were both impressed by the results. This prompted me to carry out my own research project to explore further the potential impact of creative writing, following the argument that one way into a text is to understand the characters within it.