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Готові списки джерел за темами / 3602 Creative and professional writing / Статті в журналах

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: 3602 Creative and professional writing.

Статті в журналах з теми "3602 Creative and professional writing"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 31 липня 2025

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1

Dhobi, Saleem. "Interface between Professional Writing and Creative Composition." Journal of Population and Development 6, no. 1 (2025): 96–106. https://doi.org/10.3126/jpd.v6i1.80649.

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Анотація:

This article encompasses a comparative outlook of professional writing and creative writing. The purpose of the paper is to explore multiple dimensions of writing especially of scientific and creative writing. The professional writing incorporates resume, official letters, business letters, annual reports, grant proposal, memorandum, medical report, audit report, infrastructural design documents etc. Creative writing entails the writings such as stories, fairy tales, novels, epics, dramas, film scripts, reality show scripts, news etc. Both of the writing types are mostly sought after across th

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2

Cronin, Megan, Victoria Hubbard, Terrence A. Cronin, and Philip Frost. "Combatting professional burnout through creative writing." Clinics in Dermatology 38, no. 5 (2020): 512–15. http://dx.doi.org/10.1016/j.clindermatol.2020.05.004.

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3

Ritter, Kelly. "Professional Writers/Writing Professionals: Revamping Teacher Training in Creative Writing Ph.D. Programs." College English 64, no. 2 (2001): 205–27. http://dx.doi.org/10.58680/ce20191245.

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Examines (1) job opportunities available for PhDs in creative writing as contextualized within the larger English Studies job market; (2) arguments for and against training such candidates to be university teaching professionals; and (3) training that might better prepare these candidates for both more productive, successful university teaching careers as well as more productive, successful undergraduate creative writing classrooms.

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4

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 (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

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5

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 (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

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6

Hunt, Celia. "Exploring career identities through creative writing." Journal of the National Institute for Career Education and Counselling 23, no. 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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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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Ryan, James. "Teaching Creative Writing: Éilís Ní Dhuibhne, Theorist and Practitioner." Irish University Review 54, no. 1 (2024): 130–34. http://dx.doi.org/10.3366/iur.2024.0656.

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This article reviews Éilís Ní Dhuibhne’s career as a teacher of creative writing at University College Dublin and demonstrates her formidable contribution to the theory and practice of creative writing teaching. It draws from the 2011 symposium which she organised on the teaching and learning of creative writing in Ireland, and the subsequent publication Imagination in the Classroom, which she co-edited. Together the symposium and publication can be seen as the context in which the teaching of creative writing in Irish higher-level institutions assumed the mantle of an autonomous, professional

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9

Maulida, De Lara siti, and Purnawati Purnawati. "Designing a Syllabus of Writing Course Integrated by ICT Competencies and CEFR for English Education Study Program." Issues in Applied Linguistics & Language Teaching 6, no. 1 (2024): 158–70. http://dx.doi.org/10.37253/iallteach.v6i1.9168.

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There have been standards required to be incorporated for education especially designing English syllabus. The standards are varied such as integrating Information and Communication Technology (ICT) and Common European Framework of Reference (CEFR) for language that have been applied as 21st century skill. Thus, this study explores the ICT competences and CEFR level incorporated in writing syllabus for English Study Program in Indonesian universities. Nine syllabuses of writing course from English Study Program in Indonesia have been selected purposely regarding the availability of the univers

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10

Alamargot, Denis, and Jean-Louis Lebrave. "The Study of Professional Writing." European Psychologist 15, no. 1 (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

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11

McWilliams, Susan. "Creative Writing and the Study of Politics." PS: Political Science & Politics 50, no. 04 (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 storytel

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12

Bui, Le Anh Phuong, and Ivy Haoyin Hsieh. "CREATIVE WRITING INSTRUCTION FOR PRIMARY STUDENTS: AN IN-DEPTH ANALYSIS IN THE CONTEXT OF CURRICULUM REFORM IN VIETNAM." International Online Journal of Primary Education 13, no. 2 (2024): 109–21. http://dx.doi.org/10.55020/iojpe.1467861.

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In Vietnam’s 2018 Literacy Education Curriculum Guideline, creative writing is a new requirement, emphasized for its goals of developing primary students’ language competencies, critical thinking, and problem-solving. This new requirement offers teachers an opportunity to help students enhance their writing competencies and presents a challenge, as it requires them to have specific competencies, professional development, and specific guidelines. When it comes to the current situation of creative writing instruction in primary schools, it has many limitations and requires improvement. While ins

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Ritter, Kelly. "Professional Writers/Writing Professionals: Revamping Teacher Training in Creative Writing Ph. D. Programs." College English 64, no. 2 (2001): 205. http://dx.doi.org/10.2307/1350117.

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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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Анотація:

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

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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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Abstract:  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

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R, VASANTHA RANJANI, and Vidya V. "Artifying Art: Aesthetic Gamified Tasks to Enhance Creative Writing Skills and Reading Comprehension." New Writing : The International Journal for the Practice and Theory of Creative Writing 22, no. 1 (2025): 763–78. https://doi.org/10.5281/zenodo.15337321.

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<em>New Writing: The International Journal for the Practice and Theory of Creative Writing</em> is a leading international journal in the field of Creative Writing Studies and publishes both critical and creative work. Work accepted for <em>New Writing</em> is published both in paper and electronically. Through the global professional and creative services of the publisher, Routledge/Taylor and Francis, the journal sees widespread recognition and regular citation of its authors. Articles submitted for publication can focus on any area of Creative Writing Studies including (but n

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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 (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

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KHAMRAKHODZHAEVA, Surayyo Juraevna. "TEACHING STUDENTS OF ECONOMICS CREATIVE WRITING IN A FOREIGN LANGUAGE." International Journal of Pedagogics 4, no. 11 (2024): 258–62. https://doi.org/10.37547/ijp/volume04issue11-50.

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The article examines modern methods and techniques aimed at teaching students creative writing in a foreign language, taking into account their professional activities and needs. The main focus is on stimulating motivation and interest in writing, developing linguistic and communicative competencies. Valuable recommendations for teaching students creative writing are presented. The focus is on creating a suitable learning environment, providing sufficient time for skill development, offering a variety of writing topics, and emphasizing the importance of grammar and spelling. The importance of

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Shcherbinina, Yu I. "Teaching Creative Writing within the framework of philology: historical overview." Vestnik of Samara University. History, pedagogics, philology 29, no. 4 (2023): 173–82. http://dx.doi.org/10.18287/2542-0445-2023-29-4-173-182.

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The purpose of the present article is to consider the dialectical relationship between Creative Writing and philology. The relevance of this subject is borne out by the recent surge of interest in teaching Creative Writing among EFL practitioners, writers, as well as teachers and researchers of literature, and the lack of a well-established system of instruction in our country. The materials analyzed in the paper include the works of American theoreticians and practitioners of Creative Writing, who laid the foundation of this discipline in the late 19th – early 20th century, the works of Briti

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Ritter, Kelly. "Opinion: Ethos Interrupted: Diffusing “Star” Pedagogy in Creative Writing Programs." College English 69, no. 3 (2007): 283–92. http://dx.doi.org/10.58680/ce20075850.

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Many graduate creative writing programs depend on “star” faculty who have been hired more because of their professional reputation as writers than because of their commitment to teaching. As a result, such programs often fail to provide reflection on teaching that would truly serve their students. One step toward alleviating this problem is to offer undergraduate courses that enable creative writing graduate students to team-teach with regular faculty.

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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 (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 f

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Mahusay, Virginia. "Digital Era's Influence on Creative Nonfiction Pedagogy." Psychology and Education: A Multidisciplinary Journal 30, no. 10 (2025): 1614–18. https://doi.org/10.5281/zenodo.14712944.

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The integration of personal experiences into writing, particularly in the digital era, presents new opportunities and challenges for students and educators. This study examines the impact of the digital era on the use of diary writing as a tool for fostering self-determined, creative, and didactic nonfiction learning. The focus is on integrating online-based diary writing into Creative Nonfiction pedagogy, aiming to transform teaching and learning into a more expressive, meaningful, and engaging experience in the context of new normal education. The research was conducted with Grade 12 Humanit

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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 (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

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Rybalka, N. V. "CREATIVE WRITING AS AN INTERACTIVE FORM OF THE GERMAN LANGUAGE TEACHING." INTELLIGENCE. PERSONALITY. CIVILIZATION, no. 2 (27) (December 30, 2023): 5–12. http://dx.doi.org/10.33274/2079-4835-2023-27-2-5-12.

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Objective. The objective of the article is to consider the development of creative writing skills in foreign language classes; identifyithe main approaches to teaching writing; familiarization with methods of revealing the meaning of lexical units when explaining words, concepts and realities; offer a set of language creative exercises and games as methods of creative writing in the process of teaching a foreign language. Methods. The main scientific results are obtained using such research methods as analysis of psychological and pedagogical literature, generalization of best practices and ob

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Darvin, Jacqueline. "Beyond Filling Out Forms: A More Powerful Version of Workplace Literacy." English Journal 91, no. 2 (2001): 35–40. http://dx.doi.org/10.58680/ej2001836.

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In this article, Jacqueline Darvin shares her observations of her students--self-proclaimed poor readers--reading highly technical professional texts, and writing articulate journal entries. She also provided ideas for creating a more powerful vocational English curriculum by integrating creative writing assignments with the reading of informational texts.

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Adebanjo, Adebimpe Olubunmi, Olusola Akintunde Adediran, and Adebayo Adeyinka Salako. "Appraising the Blindspots and Creativity Effects in the Teaching of Essay Writing Among Students with Learning Disabilities." International Journal of Interdisciplinary Research Methods 11, no. 1 (2024): 60–67. http://dx.doi.org/10.37745/ijirm.14/vol11n16067.

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Effective teaching/learning of essay writing is very crucial to the achievement of educational objectives. This paper, therefore, discussed the aims of teaching essay writing in schools most importantly to students with learning disabilities, notably to develop critical thinking skills in the students; stages involved in essay writing was extensively discussed: pre-writing, writing, post-writing, to mention but a few. The paper also viewed creativity as a key to professional development in the 21st century. Different definitions of creativity as given by some scholars were highlighted and some

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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 (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 effecti

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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 (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 selec

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Wible, Scott. "Using Design Thinking to Teach Creative Problem Solving in Writing Courses." College Composition & Communication 71, no. 3 (2020): 399–425. http://dx.doi.org/10.58680/ccc202030501.

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Integrating design thinking methodology into writing courses can help students to develop creative approaches to problem definition and solution development. Tracing how students work with and through written genres common to design thinking reveals the possibilities and potential of learning new patterns of inquiry and argumentation. Developing these creative habits of mind empowers students to explore and invent solutions to complex, multidimensional problems across the broad range of their disciplinary, professional, and civic lives.

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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 (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

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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 (2016): 41. http://dx.doi.org/10.26443/crae.v42i2.3.

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Анотація:

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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Baker, Vicki L., Staci Starck, and Maria Rising. "Required, but Not Developed: Academic and Grant-Writing Skill Development on the Path to the Professoriate." Trends in Higher Education 4, no. 1 (2025): 14. https://doi.org/10.3390/higheredu4010014.

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Scholarship and creative inquiry are a common professional responsibility across academia, regardless of institution type and geographic location. The message is clear—to advance, one must demonstrate success via various metrics such as publications, exhibitions, impact factor, citation counts, and the receipt of external funds. Despite the importance of academic and grant writing to navigating a successful academic career, we believe there is a mismatch between that professional expectation and the corresponding supports aimed at developing these complementary, yet distinct writing skills. As

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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 (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

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Brasil, Luiz Antonio De Assis, Bernardo Bueno, Gabriela Silva, et al. "Percepções e perspectivas discentes nos cursos de pós-graduação em Escrita Criativa da PUCRS." Navegações 10, no. 2 (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 pro

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Laneuville, Laurence, Fabian Ballesteros, Aliya Affdal, et al. "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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Анотація:

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 candidat

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Jett, Majay R. Hernandez. "Developing Creative Writing Skills through Technology-Based Language Approaches." International Journal of Social Science and Human Research 08, no. 04 (2025): 2406–12. https://doi.org/10.5281/zenodo.15266814.

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This study examined the impact of a technology-based intervention on enhancing the creative writing skills of senior high school students in a selected public school in the province of Batangas. Using a pre-test-post-test design, the study assessed respondents’ performance across three key indicators: content and idea development, language and style, and technical accuracy. The findings revealed a statistically significant improvement in the respondents’ overall creative writing performance, with the mean score increasing from "Satisfactory" in the pre-test to "Good" in the post-te

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Lum, Kristen, and Marcos Mortensen Steagall. "Breakthrough: An illustrated autoethnographic narrative into professional identity and storytelling." DAT Journal 8, no. 1 (2023): 336–69. http://dx.doi.org/10.29147/datjournal.v8i1.694.

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Анотація:

This article presents a practice-led artistic research project focused on the creative process of a scripted and illustrated graphic novel that draws from autoethnographic methods to engage with high levels of originality. The project: Breakthrough: An illustrated autoethnographic narrative into professional identity and storytelling responds to a rhetorical question that asks: How can one express personal identity in the form of a graphic novel? The design outcome of this project is a published graphic novel which explores ideas surrounding identity, particularly professional identity and fin

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Bugos, Jennifer A. "Fund-a-mental Grant Writing: Opportunities for Teachers and Researchers." Music Educators Journal 106, no. 3 (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 t

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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 (2003): 80–85. http://dx.doi.org/10.1606/1044-3894.72.

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Анотація:

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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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

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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 (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

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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 (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

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Lee, Joanne. "‘Sheffield in virus time’: Forms of writing, reading, living." Journal of Writing in Creative Practice 15, no. 2 (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 p

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Vaughan, Andrea, and Melina Lesus. "On the Page and Off the Page: Adolescents’ Collaborative Writing in an After-School Spoken-Word Poetry Team." Written Communication 41, no. 3 (2024): 449–84. http://dx.doi.org/10.1177/07410883241242107.

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Анотація:

Using case study methodology, this article analyzes the collaborative writing of three adolescent girls, one Latina and two Black, composing a group poem in an after-school spoken word poetry team. Drawing from literature on distributed cognition and embodiment, we found that participants utilized a system of writing techniques “on the page,” as well as a variety of embodied and social practices “off the page” in their team meetings to collaboratively compose this poem. We argue that focusing on the intersection of distributed cognition and embodiment in collaborative writing allows writing re

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Матмуратова, Фаузия. "Effective Strategies For Beginners To Enhance Writing Skills." Актуальные вопросы лингвистики и преподавания иностранных языков: достижения и инновации 1, no. 1 (2024): 244–46. http://dx.doi.org/10.47689/topical-tiltfl-vol1-iss1-2024-pp244-246.

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Writing is a fundamental skill that transcends academic, professional, and personal realms. For beginners embarking on their writing journey, the path to mastery may seem daunting, but with the right strategies and tools, it can be an enriching and transformative experience. This article delves into effective approaches for beginners to enhance their writing skills, drawing insights from student surveys and educational resources. One of the key elements in developing writing proficiency is the cultivation of creativity. By tapping into their imagination and exploring different perspectives, be

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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 (2022): 166–83. http://dx.doi.org/10.1386/jwcp_00037_1.

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Анотація:

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

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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 (2011): 389–99. http://dx.doi.org/10.1080/14623943.2011.571869.

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Kotrbova, Kvetoslava, and Maya Vashkova. "SCRIPT WRITING AS A TOOL IN BIBLIOTHERAPY." Medicine and Art 2, no. 2 (2024): 80–94. http://dx.doi.org/10.60042/2949-2165-2024-2-2-80-94.

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Анотація:

In addition to individual or shared therapeutic reading, creative writing is a common part of bibliotherapy, which deals with the use of literary arts for preventive and therapeutic purposes. Often this involves the professional writing of stories, essays, poems and other literary works, therapeutic diaries and therapeutic letters with a therapeutic-educational purpose, with the aim of processing experiences and memories after the fact. The paper discusses life script writing as an important part of the therapeutic instrumentation used in therapeutic-educational oriented bibliotherapy. It is a

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Roskvas, Ihor. "Conceptual Aspects of Professional Training for English Language Teachers: The UK Experience." Comparative Professional Pedagogy 9, no. 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

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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 (2022): 271–77. http://dx.doi.org/10.55355/snv2022113308.

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Анотація:

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

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