Charting RAD Research as an Orientation to Creativity in Writing Studies

IF 1.9 1区文学 Q2 COMMUNICATION Written Communication Pub Date : 2023-07-28 DOI:10.1177/07410883231184897

Krista Speicher Sarraf

引用次数: 0

Abstract

Writing studies must conduct replicable, aggregable, and data-supported (RAD) research to understand the relationship between creativity and writing, including how writers use creative thinking to generate texts and how environmental factors mediate writers’ engagement with creative thinking. This article traces research on creativity from selected writing studies journals since the 2011 release of The Framework for Success in Postsecondary Writing. Through a systematic literature review, the findings show how RAD research supports domain-specific knowledge-building about writers’ creativity, which can help teachers, scholars, and practitioners to understand what counts as originality in writing, how writers produce creative texts, and how educational institutions can teach advanced writing skills that develop students’ creative thinking.

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图表RAD研究作为写作研究创造力的方向

写作研究必须进行可复制、可聚集和数据支持的研究，以了解创造力和写作之间的关系，包括作家如何利用创造性思维生成文本，以及环境因素如何介导作家参与创造性思维。本文追溯了自2011年《中学后写作成功框架》发布以来，一些写作研究期刊对创造力的研究。通过系统的文献综述，研究结果表明RAD研究如何支持关于作家创造力的特定领域知识建设，这可以帮助教师、学者和从业者理解什么是写作中的独创性，作家如何产生创造性文本，以及教育机构如何教授培养学生创造性思维的高级写作技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.