Relevant bibliographies by topics / Creative writing ; English

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Creative writing ; English'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Creative writing ; English"

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Everett, N. "Creative Writing and English." Cambridge Quarterly 34, no. 3 (January 1, 2005): 231–42. http://dx.doi.org/10.1093/camqtly/bfi026.

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Barnes, Julia A. "Creative Writing in Trigonometry." Mathematics Teacher 92, no. 6 (September 1999): 498–503. http://dx.doi.org/10.5951/mt.92.6.0498.

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These assignments bring an alternative form of assessment into my trigonometry classroom, and they combine topics from English and mathematics – two subjects that students often consider to be totally unrelated.
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Fraser, Alison. "Teaching Creative Writing in Special Collections." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 20, no. 2 (November 21, 2019): 70. http://dx.doi.org/10.5860/rbm.20.2.70.

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While enrollments are in a downward trend in humanities departments across the board and in English departments in particular, creative writing has emerged as an area of explosive growth: creative writing enrollments and majors are up, and undergraduate and graduate student demand is high. The impact of this shift on English departments from the traditional focus on literature to creative writing has significant ramifications for university professors and librarians. According to a recent report by the Association of Departments of English (ADE), “The structural visibility of creative writing suggests its considerable importance for the English major—and the growth potential of creative writing does not appear to be exhausted.” The ADE recommends “that departments give continued attention to building enrollments in creative writing and to its fruitful connections and contributions to students’ education in literary and writing studies.” Special collections librarians involved in integrated course instruction with English departments should take note of the ADE report and its recommendation that English departments across the country continue to direct their pedagogical resources to creative writing. What are we doing to serve this growing population of students and how are we adapting our outreach to reflect changing English department enrollments and instruction needs? With David Pavelich, I am in agreement that “For special collections to remain a vibrant and visible presence on university and college campuses, special collections librarians need to reach out to developing user groups” like creative writing students.
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Pitina, S. A., and A. D. Shcherbov. "CREATIVE WRITING IN FOREIGN LANGUAGE TEACHING." Современная высшая школа инновационный аспект, no. 2 (2021): 85–93. http://dx.doi.org/10.7442/2071-9620-2021-13-2-85-93.

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The article is an attempt to reveal the role of creative writing in the process of foreign language teaching/learning at higher school. Approaches to teaching creative writing to students, who learn English as a first foreign language at the classes of business English, history of the English literature and practical course of the first foreign language are discussed. The effectiveness of creative writing assignments as independent work is proven.
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Marshall, Shane. "Room 106: English 12, English 11, Creative Writing, Yearbook ..." English Journal 93, no. 6 (July 2004): 35. http://dx.doi.org/10.2307/4128891.

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Green, Andrew. "Creative Writing in A level English Literature." New Writing 6, no. 3 (November 2009): 187–95. http://dx.doi.org/10.1080/14790720903556155.

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DAI, FAN. "English-language creative writing in mainland China." World Englishes 29, no. 4 (November 21, 2010): 546–56. http://dx.doi.org/10.1111/j.1467-971x.2010.01681.x.

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Gilbert, Francis. "Aesthetic Learning, Creative Writing and English Teaching." Changing English 23, no. 3 (July 2, 2016): 257–68. http://dx.doi.org/10.1080/1358684x.2016.1203616.

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Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (September 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.

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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).
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Ata Alkhaldi, Ali. "Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 81. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.81.

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Creativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and English for Academic Purposes (EAP) courses. The main purpose of an ESP course and EAP course is to improve traditional and technical writing skills for students, and this might be at the expense of creative writing. This study explores creative writing and its possible challenges. It also discusses the significance of creativity, creativity and the language learner, creativity and motivation, creative writing, and the role of creative writing in ESP/EAP. Finally, it elaborates and recommends a systematic, principled framework based on a review of the related literature for developing creative writing in ESP/EAP courses.
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Dissertations / Theses on the topic "Creative writing ; English"

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Poindexter, Wanda 1946. "Creative imitation: An option for teaching writing." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291444.

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Creative Imitation is an alternative strategy to help students improve their expository writing in college composition. It combines writing by imitation with process modeling to increase student fluency with both the products and processes of writing. For centuries, a technique of "imitatio" was used to teach oral and written language traditions. Isocrates, Quintilian, and Cicero shaped the tradition of imitating writing models. Their principles were revived in the 60s by two neo-classical educators, Corbett and D'Angelo. Objections to the principles of imitation to teach writing are analyzed: models intimidate students, imitation focuses on the products instead of the processes of writing, and imitation reduces individual creativity. Some teachers have reported success with student-centered writing-by-imitation exercises in college composition classrooms. They assert that imitation exercises increase student awareness of correct usage, grammar conventions, rhetorical strategies, and paradoxically enable students to develop an "authentic" voice in their own writing.
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Dolgin, Steven Alfred Getsi Lucia Cordell. "Creative writing and the composing process the role of creative writing in the English curriculum /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713213.

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Thesis (D.A.)--Illinois State University, 1987.
Title from title page screen, viewed July 25, 2005. Dissertation Committee: Lucia C. Getsi (chair), Curtis K. White, Robert D. Sutherland, Ronald J. Fortune, William E. Piland. Includes bibliographical references (leaves 137-140) and abstract. Also available in print.
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Graber, Margaret Ann. "These Hearts are Watermelon." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1389.

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This thesis examines the construction and deconstruction of home. These poems explore this theme largely through the poet's relation to geography and the natural world of the Great Lakes region, friends and family, experiences centered in human interconnectedness, traveling, the impact of technology, orientation in a cosmic space, the ways in which culture shapes and reshapes the one living inside it, and how in a 21st century world, one must still seek to show compassion for other living creatures. Through the utilization of metaphor, narrative, and imagination, this thesis journeys from the poet's home of Indiana to her ancestral roots of Ireland before returning to America with a more complex sense of identity as well as a renewed vision for the future.
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Melkersson, Fabian. "Facilitating Learner Engagement in Creative Writing." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41048.

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Creative writing is a well-established approach to teaching English in the L2 classroom, with the Swedish curriculum including it among its core contents section. There is however a lack of research done on the field, especially when it pertains to learner engagement. As such, this study investigates to what extent engagement in learners can be fostered and facilitated for creative writing. The method used is an analysis of the empirical studies performed on the subject to this date, with the aim of making conclusions based on their findings. Some of the conclusions made from those are that learner engagement can be fostered and facilitated in creative writing, but any exercise should take into concern the learners’ own interests and capabilities. The results also suggest including feedback and revision in every creative writing exercise to extend the time spent on any given project, leading to higher engagement levels in the given exercise. The results of the analysed studies do suggest a clear picture of the advantages of creative writing for engagement, but the lack of research on the subject, both in a Swedish and international context, coupled with creative writing’s central role in the classroom suggests more research needs to be done on the subject.
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Caine, Marjory. "What is creative about creative writing? : a case study of the creative writing of a group of A Level English Language students." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48753/.

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This thesis reports on a case study of the creative writing of A Level English Language students. The research took place over the two year course and involved five students from one class in an 11 – 18, secondary grammar school in the South East of England. The students were aged 16 at the beginning of the case study. There were two girls and three boys, and all from families with little or no tradition of going to university. The research was based on the theoretical framework of the New Literacy Studies (The New London Group, 1996), where literacy is seen as a socially constructed phenomenon. Genres, discourse and creative voices were researched through discourse analysis toolkit to reflect and interrogate the socially constructed literacy event: the two pieces of coursework each participant produced. Additional data was also included to present a kaleidoscopic deep study of the literacy practice through using interviews, domain-mapping and questionnaires. It is also a reflexive study as it has built on findings from earlier studies for the EdD course, and also projects forwards to the continuing tensions in the teaching of English. Although Creative Writing is now an accredited A Level for examination from 2014, and is a valued component of the A Level English Language, in the earlier years of secondary education students have had limited exposure to creative writing. This is due to the effect of the National Curriculum that has shaped the generation of this case study. Creative writing has been marginalised and devalued within the GCSE (paradoxically since the QCA, 2007 Programme of Study for English put greater emphasis on creativity), where there is limited creative writing opportunity: teachers select a title from a possible six which their students respond to. The Department for Education's draft new National Curriculum has a brief reference to creativity in a list where grammar and accuracy are prioritised. There is a tension in what policy statements, including stakeholders such as Ofsted, say about creative writing and what students experience in delivery of the syllabus driven by the National Curriculum. There is also the anomaly that many students have a range of literacy practices as they operate in increasingly multimodal literacies that schools do not recognise as writing experiences. At present, there is much written about creative writing in primary schools and in Higher Education; but the creative writing of young adults following an A Level course is not visible in policy documents, nor the focus of academic research (with a few exceptions such as Dymoke, 2010, and Bluett, 2010). Therefore, it is an area that is worth exploring. The original contribution to knowledge that the thesis provides is a definition of the literacy practice of the creative writing of A Level English Language students. The thesis, through the case study, identifies the range of influences the students draw on and, in particular, the evidence of intertextuality. How the students develop and shape their creative writing through different creative voices, building on the intertextual influences is presented through the lenses of multiple and multimodal data-sets. In conclusion, a pedagogical model is offered for practitioners who perceive echoes with their own educational contexts.
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Wong, Lai Fan. "Stories by...portfolio consisting of dissertation and creative work." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456353.

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Kelen, Christopher. "The story of writing Macao a pedagogy for creative writing in a non-native context /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/41476.

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Thesis (Ed.D.)--University of Western Sydney, 2009.
A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
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Hurst, Edmund. "Dawnsmoke and the influence of character tropes on the construction of fantasy fiction." Thesis, University of Hull, 2017. http://hydra.hull.ac.uk/resources/hull:16540.

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This thesis is formed of a fantasy novel, Dawnsmoke, and an exegesis that will examine the role played by character tropes on the creation of the three principal protagonists in Dawnsmoke. Dawnsmoke interweaves three narrative strands from a diverse set of principal protagonists. Luke, Samantha and Kain combine narratives in order to tell the story of Arx, a city where fire burns blue and memories can be trapped in metal. Told through three distinct third-person-limited voices, this novel explores the concept of self-induced memory loss, isolation and the price of heroism. The exegesis considers the definitions of fantasy offered by C. N. Manlove, W. R. Irwin, T. E. Apter, Tzvetan Todorov and Rosemary Jackson and contrasts these definitions with modern considerations from Neil Gaiman, George R. R. Martin, Ursula LeGuin and Kazuo Ishiguro. It posits a definition of fantasy literature that encompasses the traditions that Dawnsmoke shares. It analyses the impact of specific sub-genres on the character norms in Dawnsmoke. It examines the inception of Luke, Samantha and Kain in relation to common character tropes and how the subversion of these thematic expectations impacts the narrative arc of each character. It observes the techniques used in crafting unique voices for each character. It concludes with an examination of the resolution of each protagonist’s journey.
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Fusselman, Amy A. "Ernest Hemingway and I." Thesis, Boston University, 1989. https://hdl.handle.net/2144/38035.

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Thesis (M.A.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-01
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Anderson, Joseph. "Visitations: A Novel." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1267.

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VISITATIONS, a novel, explores themes of haunting and desire in New York City, in two time periods. The modern-day action focuses on Alan Philips whose wife, Beth, has recently died. His efforts to resume a normal life are sabotaged by what he comes to believe is her ghost. In the parallel story, in 1924, Oliver Nathan Blackburn, a pulp writer, in the midst of a breakdown writes a story that may play a role in Beth’s death. VISITATIONS presents Alan and Oliver’s perspectives in third person narration, so that the reader is both close to and may question the subjectivity of their perceptions. The book employs a black-comic tone for the contemporary period and a more formal one for Oliver’s sections.
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Books on the topic "Creative writing ; English"

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D, Reynolds Jerry, ed. Creative writing. Lincolnwood, Ill., USA: National Textbook Co., 1990.

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Rand, Phyllis. Creative writing. 2nd ed. Pensacola, Fla: A Beka Book Publications, 1993.

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Doing creative writing. Milton Park, Abingdon, [England]: Routledge, 2007.

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On creative writing. Bristol, UK: Multilingual Matters, 2010.

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Bishop, Wendy. Keywords in creative writing. Logan, UT: Utah State University Press, 2006.

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Bishop, Wendy. Keywords in creative writing. Logan: Utah State University Press, 2005.

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Harrison, Patricia. Creative writing for upper juniors. Dunstable: Scholarstown Educational, 1989.

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Harper, Graeme. Creative writing and education. Bristol: Multilingual Matters, 2015.

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Macgoye, Marjorie Oludhe. Creative writing in prose. Nairobi: University of Nairobi Press, 2009.

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Creative writing in prose. Nairobi: University of Nairobi Press, 2009.

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Book chapters on the topic "Creative writing ; English"

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Dalisay, Jose. "Another English." In Teaching Creative Writing in Asia, 131–45. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003133018-11.

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Cowan, Andrew. "The Rise of Creative Writing." In Futures for English Studies, 39–60. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-43180-6_4.

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Thurgar-Dawson, Chris. "Critical or Creative? Teaching Crossover Writing in English Studies." In Teaching Literature, 115–31. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8_8.

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Smith, Lorna. "Creative spaces for developing independent writing with English teachers." In Students, Places and Identities in English and the Arts, 42–54. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315528014-4.

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Maciulewicz, Joanna. "The Authors’ Search for Creative Autonomy." In Representations of Book Culture in Eighteenth-Century English Imaginative Writing, 175–228. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92609-4_5.

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Mandal, Somdatta. "Debating, Challenging or Accepting Patriarchy? Assessing Indian Women’s Role in Society and Creative Writing." In The English Paradigm in India, 49–71. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5332-0_4.

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Saunders, Corinne. "Thinking Fantasies: Visions and Voices in Medieval English Secular Writing." In Visions and Voice-Hearing in Medieval and Early Modern Contexts, 91–116. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52659-7_5.

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AbstractThe creative engagement with visions and voices in medieval secular writing is the subject of this essay. Visionary experience is a prominent trope in late medieval imaginative fiction, rooted in long-standing literary conventions of dream vision, supernatural encounter and revelation, as well as in medical, theological and philosophical preoccupations of the period. Literary texts repeatedly depict supernatural experience of different kinds—dreams and prophecies, voices and visions, marvels and miracles, otherworldly and ghostly visitants. In part, such narratives respond to an impulse towards escapism and interest in the fantastic, and they have typically been seen as non-mimetic. Yet they also engage with serious ideas concerning visionary experience and the ways in which individual lives may open onto the supernatural—taking up the possibilities suggested both by dream theory and by the theological and psychological models of the period. Examples drawn from a range of Middle English romances and from Chaucer’s romance writing demonstrate the powerful creative potential of voices and visions. Such experiences open onto fearful and fascinating questions concerning forces beyond the self and their intersections with the processes of individual thinking, feeling and being in the world, from trauma to revelation to romantic love.
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Liu, Ying. "Construction of Creative Writing in College English Teaching in the Age of “Internet+”." In Advances in Intelligent Systems and Computing, 1918–25. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2568-1_268.

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Herawati, Henny. "Learners as Story Writers: Creative Writing Practices in English as a Foreign Language Learning in Indonesia." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 71–87. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_5.

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Franco Harnache, Andrés. "“Mostrar, no decir”: The Influence of and Resistance Against Workshop Poetics on the Hispanic Literary Field." In New Directions in Book History, 325–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_14.

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AbstractUntil recently, due to the Romantic imaginary of the artist-as-genius, the Hispanic literary tradition has been wary of a literary advice industry or academic programs of creative writing. This wariness hindered the professionalization of Hispanic authors, but at the same time it kept Hispanic literature out of anglicized uniformity which permitted, by the mid-twentieth century, a reinterpretation of western literature by writers such as Gabriel García Márquez, Jorge Luis Borges, and Mario Vargas Llosa. Nonetheless since the early 2000s a series of MFA programs in creative writing, first in the United States, but more recently in Latin America and Spain, have been changing Hispanic literature. These programs, with syllabi imported from the Anglophone canons, have influenced a new generation of writers who mirror the English savoir-faire and reject their own literary traditions, which were more experimental, less rooted in realism, and even somewhat baroque. There is, however, also resistance in the field, where workshop-inspired developments coincide with a return to a more Hispanic tradition of innovation.
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Conference papers on the topic "Creative writing ; English"

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Sabirova, Diana, Farida Shigapova, Nadezhda Pomortseva, and Tatyana Morozova. "NATIONAL ENGLISH LANGUAGE CONTEST: ENHANCING STUDENTS’ CREATIVE WRITING COMPETENCE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2309.

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Yanto, Yanto, Nurul Fajria, and Tubagus Zam Zam Al Arif. "Students’ Perceptions of English Creative Writing Using the Weblogs." In The 3rd Green Development International Conference (GDIC 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aer.k.210825.074.

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"Research on Thinking Training Path in English Creative Writing Teaching." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.026.

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Mao, Fanjiao. "Study on the creative thinking in critical academic English Writing." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.195.

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Apriyanti, Difiani, Sumira Sumira, and Witri Handayani. "Developing E-Brochure Project –Based Learning Materials for English Creative Writing." In Proceedings of the 1st International Conference on Applied Social Sciences, Business, and Humanity, ICo-ASCNITY, 2 November 2019, Padang, West Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.1-11-2019.2293996.

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T. LITOVKINA, Anna. "THE CREATIVE USE OF PROVERBS IN STORY-WRITING IN TEACHING ENGLISH AS FOREIGN LANGUAGE." In 11th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2019. http://dx.doi.org/10.36007/3310.2019.133-148.

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Skakunova, Victoria A. "DEVELOPMENT OF CREATIVE WRITING SKILLS IN ENGLISH WITH THE USE OF SOCIAL NET VKONTAKTE." In FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/2712-7974-2019-6-424-429.

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Dawilai, Sirikanya, Wilawan Champakaew, and Chayapol Kamyod. "Effectiveness comparison between the Problem-Based Blended Learning and traditional learning method: A case study of creative writing in English of the undergraduate students at Chiang Rai Rajabhat University." In 2017 14th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON). IEEE, 2017. http://dx.doi.org/10.1109/ecticon.2017.8096368.

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Ari Widayanti, Maria Johana, and Rinta Aryani. "Creating Stories to Improve Students’ Writing Ability in Narrative Text for Junior High School Students." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.46.

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Lacerra, Caterina, Tommaso Pasini, Rocco Tripodi, and Roberto Navigli. "ALaSca: an Automated approach for Large-Scale Lexical Substitution." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/528.

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The lexical substitution task aims at finding suitable replacements for words in context. It has proved to be useful in several areas, such as word sense induction and text simplification, as well as in more practical applications such as writing-assistant tools. However, the paucity of annotated data has forced researchers to apply mainly unsupervised approaches, limiting the applicability of large pre-trained models and thus hampering the potential benefits of supervised approaches to the task. In this paper, we mitigate this issue by proposing ALaSca, a novel approach to automatically creating large-scale datasets for English lexical substitution. ALaSca allows examples to be produced for potentially any word in a language vocabulary and to cover most of the meanings it lists. Thanks to this, we can unleash the full potential of neural architectures and finetune them on the lexical substitution task. Indeed, when using our data, a transformer-based model performs substantially better than when using manually annotated data only. We release ALaSca at https://sapienzanlp.github.io/alasca/.
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